THE EFFECT OF INSTRUCTIONAL STRATEGIES AND SELF-EFFICACY ON STUDENTS ACHIEVEMENT IN READING COMPREHENSION.
MILIK PERPUSTI\Kr>.I\N
lJ NIME.O
THE EFFECf OF INSTRUCflONAL STRATEGIES AND
SELF-EFFICACY ON sTUDENTS' ACHIEVEMENT IN
READING COMPREHENSION
A THESIS
SubmUU4 to the Englislc Applid Lilfguistla Study program
111 Partilll F!dfaJbr&elll of the Requi«mL"t:sfor th• »egru of
MogistU flwnt"'lor•
By
PENERBIT
NO. INDUK
•
44
12
(
l
'
ENGLISH .APPLlED UNGUlSTlCS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE \JNl'VERSlTY OF MEDAN
lOll
MILIK PERPUSTI\Kr>.I\N
lJ NIME.O
THE EFFECf OF INSTRUCflONAL STRATEGIES AND
SELF-EFFICACY ON sTUDENTS' ACHIEVEMENT IN
READING COMPREHENSION
A THESIS
SubmUU4 to the Englislc Applid Lilfguistla Study program
111 Partilll F!dfaJbr&elll of the Requi«mL"t:sfor th• »egru of
MogistU flwnt"'lor•
By
PENERBIT
NO. INDUK
•
44
12
(
l
'
ENGLISH .APPLlED UNGUlSTlCS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE \JNl'VERSlTY OF MEDAN
lOll
A THESIS
THE EFFECT OF INSTRUCTIONAL STRATEGIES AND
SELF-EFFICACY ON STUDENTS' ACHIEVEMENT
IN READING COMPREHENSION
By
LINDA FJTRI IBRAHIM
Registration Number: 809115012
English Applied Linguistics Study J>r'ogr1m
State University of Medan
This Thesis was examined on December 01",1011 by tbe Board of Examiners
Approved By:
Adviser Commission
Adviser U
Prof. Or. Berlin Sibarani, M.Pd
NIP. 19570615 198203 I 005
~eMI-l:ngisb
Applied
nguislics Sl dy Progra.m
Or. Oidik Santnso, M.fd
NIP. 19660616 199403 J 006
APPROVAL
This thesis was examined on December 0 I", 2011 by the Boord
Examiners:
&ard of Examiners
Prof. Dr. Berlin Siharani, M.Pd
NIP. 19570615 198203 I 005
Dr. Oidik Sanro•o. M.Pd
NIP. 196606 16 199403 I 006
Prof. Dr. Ru•min Gurning, M.Pd
NIP. 19590713 198601 I 001
Prof. Tina Mariany Arifin, M.A., Pb.D
Nll'. 19440302 196902 200 I
Prof. Amrin Saragih, M.A., Ph.D
NIP. 19550113 198203 100
ABSTRACI'
Linda Fieri lbnohim. 809115012. Tbe Effect or ltutnctioaal Strategies and ScMefficacy on Students' Achievement in Reoding Compnh F-·
significa.ndy affect students' achiev~mt
3 . 92~
(2) sclf..:fficacy signifiCalltly afl'ects students' achievement in reading
comprehension (F-...= 5.9 > F-· 3.92); and (3) !here is an interaction between
instructional strategies and self-nicacy to students' achievement in reading
comprehension (F........, • 4.70 > F-· 3.92). Analysis of Tuckey test was used in this
swdy to prove whether there is any interaction between instructional strategies and sell:
cnicRcy to the students' achievement in rendjng comprehension. Thus, instn1c1ionol
strategies and self--efficacy significantly affect the students' achievement in reading
comprehension. lt implies that in the ouempt to hnprove the students' achievement in
reading comprehension, Eng
l i~h
teachers should apply SCROL or POSSE strategy as one
of teaching strategies and pay more attention to the students' sclf-fficacy.
w=
ABSTRAK
Undo Fitri lbn.him. 809115012. The Effect or Instnoctioaal Stnotegies aad Selrefficacy on Students' Achievement Ia Readlac ComprehtDSioD. Tesis. Program
Stud I Un.g ubti.k Terapao Bahasa l nggrls, Universitas Ncgeri Med111. 2011.
Pcnclitian ini bcrtujuan untuk meo0gecahui opakah: {I) strategi lnstnlksional secara
signifikan mempengaruhi basil bclajar siswu dalam membaca; (2) self-.,ffieacy $ccant
signifikan mempengaruhi hasil bclajar siswo dalam membaca; dan (3) tcrdapat intcraksi
antara strategi instruksiooal dan self-.,tncacy terhadap basil bclajar siswo dalam
membaca. Penelitian ioi menggunakan desain Faktorial 2x'2. Populasi penclitian ini
adalah semua siswa kelas XII tahun ajaran 2011/2012 Madrasah Aliyah Negeri I
Takengoo Kabupaten Aceh Tengah. Ada empat kelas paralel yang dipilih sebagai sampel
dengan menggunakao teknik random k.lastcr sampling. Setiap kelas terdiri dari 30 siswa.
lnstrumcn yang digunakan untuk ,.,...gumpulkan data dalam penelitiao ini ada1ah tcs
membaca dan angket. Dala diaoalisa dengan mcnggunakan ANAVA dua jalur. !Wil
pen~!itao
men.unjukkan bahwa (I) strategi insttuksiooal sccara signifikan mempenprohi
3.92); (2) self..:ffo;:acy socara
hasil belajar siswa dalam membaea (F_.. 6.7> F~
signifikan mempengaruhi hasil bclajar siswa dalam membaca (F-= 5.9 > F...r 3.92);
dan (3) terdapat interaksi anlarl strategi instruksional dan self..:fficacy terhadap hasil
belajar siswa dalam membaca (F..,... 4.70 > F...,• 3.92). Analisa Tuckey test digunakan
dalam penelitian ini untuk membuktikan babwa ada interaksi anlarl strategi instruksionnl
dan self-efficacy terhadap hasil bcll\iar siswa dalam membaca. Dengan dcmikian, strategi
insrruksional dan self-efficacy secarn signifikan mcmpengaruhi basil bclajar siswa dalam
membaea. lni bcrarti bahwa dalam usaha uouuk mcnillgkalkan hasil bclajar siswa dalom
membaca. guru bahasa lnggris h3!US mcnernpkan strotcgi SCROL dan POSSE dan
memberikan perhatian lcbih tcrhadap self..:fficacy siswa.
ii
ACKNOWLEDGEMENTS
Bismillahirrahmonirrahim
First and foremost, praise and !hank be to Allah SWT for aU blessing, who
has granled countless opportunity, strength and knowledge to the writer so thai
she has been finally able to accomplish her thesis.
In !he process of writing this thesis, the writer would like to extend her
sincere and special thanks. Her gratitude is intended for her beloved parents, Ayah
(Ibrahim, SE) and Mamak (lsnaini, S.Pd) for their eodless love, prays and
supports. Thanks to her brothers Mizani Ibrahim, S.Pd and Alfath Putrn Ibrahim,
her sister Zuliana Ibrahim and the amazing fami ly for aU prays and supports.
O n this special occasion, she would like to extend her sincere appreciation
to Prof. Or. Berlin Sibar.mi, M.Pd., and Dr. Didik Santoso, M.Pd., her briliaot
advisers, who has given their valuable time in giving the encouragement.
guidance, suggestion, and ad vices until this thesis comes to its due time.
She would like to give her special thank; to her reviewers and examiners
Prof. Dr. Busmin Guming, M.Pd, l'rof. Tina Mariany Arifm, M.A., Ph.D and
Prof. Amrin Saragih, M.A., I' h. D for their valuable inputs for completion of this
thesis. She also wishes to express tl>anks to all lecturers who have given her the
valuable knowledge and science during her study at the English Applied
Linguistics Study Progmm of PostgradWitc School, State University of Medan.
iii
In particular, Her enormous appreciation is addressed to Prof. Dr. Busmin
Guming, M.Pd., lhe head of English Applied Linguistics Study Progxam and 10
Dr. Anni Holila Pulungan, M.Hwn., the secretary of English Applied Linguistics
Study Program.
Special thanks is extended to lhe headmaster of Madiasah Aliyah Negeri I
Takengon Aceb Tengah regency (Drs. M. lsa) who permits her to conduct the
research in lhe school. Thanks 10 the teacher (Salwa Husna, SS., M.Hum) who
helps her in conducting the treatment in the school. And those teachers and
students of Madrasah Aliyah Negeri I Takengon who gave supports to this study
and fo r their cooperative attitude and work during the research.
Thnnks to all my younger sisters in the Kost Kece, thnnks guys for your
attention, support, and time that we spent together. FinnUy, her appreciation goes
to all her friends Intake XVl at the English Applied Linguistics Study Program,
thanks guys for all the suggestion, friendship and cooperation, and helpful ideas in
various discussions.
Thank you fo r all, May Allah SWf blesses us ...
Medan, December 01 111 , 20 II
The writer,
LINDA FITRI IBRAffiM
Registration Numb~
r : 809115012
iv
TABLE OF CONTENTS
Page
AUSTRACT .................................................................................................................. ;
ACKNOWLEDGEMENTS ...................................................................................... iii
TABLE OF CONTENTS ........................................................................................... v
LIST OF TABLES .................................................................................................... x
LIST OF FIGURES .................................................................................................. xii
LIST OF APPENDICES ........................................................................................... xiii
CHAPTER 1: INTRODUCTION .............................................................................
1.1 The Background of Study ........................................................
1.2 The Problems ofSIUdy ..............................................................
1.3 TheObjectivesofSIUdy ............................................................
1.4 The Scope ofSIUdy ...................................................................
1.5 The Significant of Study ...........................................................
I
I
7
7
7
9
CHAPTER U: REVJEW OF LITERATURE ................... ·..................................... I 0
2.1 Theoreticall'romcwork .............................................................. 10
2.1.1 Achievement in Reading Comprehension..................... I 0
2.1.2 Reading ......................................................................... 12
2.1.2.1 The Nature of Reading Comprehension........ 12
2.1.2.2 Rcad.ing as Process ........................................ 13
2.1.2.3 Schema Theory.............................................. 16
2.1.2.4 Types of Schema .......................................... 18
2.1.2.5 Schema Theory on Reading as Process ......... 19
2.1.3 Types of Reading Process ............................................. 22
2.1.3.1 Bottom-up Process ........................................ 23
2.1.3.2 Top-down Process ......................................... 24
2.1.3.3 Interactive Process ......................................... 25
2.1.4 Reading as Product... ..................................................... 25
2. 1.5 The Taxonomy of Reading Comprehension ................. 26
2.1.5.1 Literal Comprehension .................................. 26
2. 1.5.2 Inferential Comprehension ............................ 27
2. 1.5.3 Evaluation ...................................................... 27
2. I.5.4 Appreciation .................................................. 28
2.1.6 Factors A ffccting Reading Comprehension .................. 28
2.1 .7 ·rhe Chamcteristics of Poor and Successful Readers .... 30
2.2 Survey. Connection, Read, Outline and Look Back (SCROL)
Strategy .... ................... .......................................... ..................... 31
2.2. I The Nature ofSCROI. Strategy .................................... 31
2.2.2 The Principle of SCROL Strategy................................. 33
2.2.3 The Procedure ofSCROL strategy ................................ 35
2.2.3.1 Sun·ey ........................................................... 35
v
2.3
2.4
2.5
2.6
2.2.3.2 Connection ................................................... 35
2.2.3.3 Read .............................................................. 3S
2.2.3.4 Outline .......................................................... 35
2.2.3.5 Look Back .................................................... 35
Predict, Organize. Search, Swnmnry and Evaluate (POSSE)
Strategy....................................................................................... 38
2.3.1 TheNatureofPOSSEStrategy ..................................... 38
2.3.2 The Principle of POSSE Strategy.................................. 39
2.3.3 The Procedure of POSSE Strategy................................ 39
Self-efficacy ............................................................................... 42
2.4.1 The Nature of Self-efficacy ........................................... 43
2.4.2 Sources of Self-efficacy ................................................ 43
2.4.2. 1 Actual Experiences ........................................ 44
2.4.2.2 Vicarious Experiences ................................... 45
2.4.2.3 Verbal Persuasion.......................................... 45
2.4.2.4 Psychological Arousal ................................... 46
2.4.3 Consequences of Self-efficacy ...................................... 46
Conceptual Framework ............................................................... 47
2.5. 1 The
Students'
Achievement
in
Reading
Comprehension of the Students Taught by Using
SCROL and POSSE Strategies .................................... 47
in
Reading
2.5.2 The Students'
Achievement
Comprehension the Students who have High Selfefficacy and Low Self-efficacy .................................... 49
2.5.3
The Interaction between Instructional Strategies and
Students'
Self- efficacy to
the Students'
Achievement in Reading Comprehension ..................... 51
Hypotheses ................................. ...... ...................................... .... 52
CHAPTER ill: RESEARCH METHOD ................................................................. S4
3.1 Research Design ....................................................................... 54
3.2 Population and Sample ............................................................. 55
3.2. 1 Population..................................................................... SS
3.2.2 Sample .......................................................................... S6
3.3 The Instrument for Collecting Data ......................................... 56
3.3.1 Reading Comprehension Test ...................................... 56
3.3.2 Questionnaire of Self-efficacy...................................... 57
3.4 Instrument Validation ............................................................... 58
3.4. 1 Validity of Reading Comprehension Test... .......... ....... 58
3.4.2 Validity of Questionnaire ............................................. 59
3.5 Reliability ................................................................................. 60
3.S.I Reliability ofTest ......................................................... 60
3.5.2 Reliabil ity of Questionnaire ......................................... 61
3.6 The Procedure ofTreatment... .................................................. 62
3.7 Control ofTreatment ................................................................ 62
vi
3.7.1
lntemal Validity ............................................................
3. 7.2
External Validity ...........................................................
3.8 The Technique of Analyzing Data .............................................
3.9 Statistical Hypotheses ................. .. ..............................................
62
63
63
64
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ............................. 65
4.1 The Description of Research Data ........................................... 65
4.1.1 Students' Reading Comprehension Achievement
Taught by Using SCROL Strategy ............................... 66
4.1.2 Students' Reading Comprehension Achievement
Taught by Using POSSE Strategy ................................ 67
4.1.3 Students' Reading Comprehension Achievement
of Group of Students with High Self-efficacy ............. 69
4.1.4 Students' Reading Comprehension Achievement
of Group of Students with Low Self-efficacy ............... 70
4.1.5 Students' Reading Comprehension Achievement
Taught by Using SCROL Strategy with High Selfefficacy ......................................................................... 71
4.1.6 Students' Reading Comprehension Achievement
Taught by Using SCROL Strategy with Low Selfefficacy ......................................................................... 73
4.1.7 Students' Reading Comprehension Achicvcmcot
Taught by Using POSSE Strategy with High Selfefficacy ......................................................................... 74
4.1.8 Students' Reading Comprehension Achievement
Taught by Using POSSE Strategy with Low Selfefficacy ......................................................................... 76
4.2 Requirements of Data Analysis ................................................. 77
4.2.1 Normality Test .............................................................. 77
4.2.2 Homogeneity Testing .................................................. 78
4.2.2.1 Groups ofTcaching Strategies ..................... 79
4.2.2.2 Groups of Self-efficacy ................................ 79
4.2.2.3 Groups of Interaction ................................... 79
4.3 Hypothesis Testing .................................................................... 80
4.3.1 Instructional
Strategies
Significantly
Affect
Students'
Achievement
in
Reading
Comprehension ............................................................. 82
4.3.2 Se l ~e ficay
Significantly
Affect
Students'
Achievement in Reading Comprehension .................... 82
4.3.3 The lntcruction between Instructional Strategies
and Self-efficacy on Students' Achievement in
Reading Comprehension ............................................. 83
4.4 Research Findinl!$ ..................................................................... 86
4.5 Discussions ................................................................................. 87
vii
4.5.1
The Effect of Instructional Strategies Significantly
Affect Students' Achievement in Reading
Comprehension ........................................................ ....
4.5.2 The Effect of Self-efficacy on Students'
Achievement in Reading Comprehension ...................
4.5.3 The Interaction Bel'-'11 Instructional Strategies
and Self-efficacy on Students' Achievement In
Reading Comprehension .............................................
4.6 The Limitation of Research ......................................................
CHAPTER V: CONCLUSIONS, IMl'LlCATIONS AND SUGGEST IONS ......
5.1 Conclusions ............ .................................................. ...............
5.2 Im plications ................... ..........................................................
5.3 Suggestions ..............................................................................
87
88
89
90
92
92
92
94
REFERENCES ......................................................................................................... 95
APPENDICES ........................................................................................................... 98
viii
LISTOFTADLES
Page
Table
1.1
2.1
2.2
2.3
2.4
2.5
3.I
3.2
3.3
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4. 11
4. 12
4. 13
4. 14
4. 15
4. 16
4.17
The Mean of the Students' score in English subject on UN
examination at MAN I Takeogon Knbupaten
Aceh Tengah . ... . .. ... .. . ... . ................... ........ ..... . ............ .... . ... ...... .........
An Overview of Two Comprehension Factor ..................................
The Characteristics of Poor and Successful Readers........................
The Task for SCROL Strategy..........................................................
Procedure of POSSE Strategy .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ................ .... .. .. .. .
The Chart of POSSE Strategy .. .........................................................
Factorial Research Design 2 x 2 .. .. .. .. .. .. .. .. .. .. .. .. .. ........ .... .... ...... .. .... ..
The outline of Students' Reading Comprehension...........................
The Specification Table of Students' Self~icay
Indicators ........
Summary of Research Dam Description ..........................................
Frequency Distribution of the scores of the students Taught By Using
SCROL Strategy .......... .................... ..... .... .... ........................... ..... . ...
Frequency Distribution of the scores of the students Taught By Using
SCROL Strategy . .... . .. .. .. .. ............... .... .. .. .... ......................... .... . ..... ...
Frequency Distribution of the scores of the students with High
Self- efficacy . .. .. ... . .. .. .. ................. ........ ...... .... ........... ...... .. ...... ..... . ...
Frequency Distribution of the scores of the students witb Low
Self-efficacy ..... ... . .... ................... .... ............ ........... ............ .... . .... ... ...
Frequency Distribution of the scores of the students Taught By Using
SCROL Strategy with Iligh Self-efficacy ........................................
Frequency Distribution of the scores of the students Taught By Using
SCROL Strategy with Low Self-efficacy.........................................
Frequency Distribution oftbc scores of the students Taught By Using
POSSE Strategy with ~(jgh
Self~icay
.........................................
Frequency Distribution of the scores of the students Taught By
Using POSSE Strategy with Low Self~icay
...............................
Summary on Result of Nonnality Test ............................................
The Results of Homogeneity Test on Groups ofTeaching
Strategies . .. .. .... .. .. .. .. . .. ...... .. .. .. . .. ...................... .... .. . .. ........ .... .. ... .. . ....
Results of Homogeneity Test of Self-efficacy ................................
Summary on the Result of Homogeneity Teat on Group Interaction
The Result of Homogeneity Test on fJach Sample Gro ups ..............
Two· Way ANOV A wiUt 2 x 2 Factorial Designs ............................
Summary o n the Calculation of Two-way ANOVA ........................
Summary of the Calculation Result on Tuckey Test ........................
ix
4
29
30
36
40
41
55
57
58
65
66
68
69
70
72
73
75
76
78
79
79
79
80
81
81
84
U ST OF FIGURES
Page
F'igure
2. 1
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
An Example of a Wall Chart for SCROL ................................................ 37
Histogram on Students' Reading Comprehension Achievement
Taught by Using SCROL Strotegy .............................. ........................ .... 67
Histogram on Students' Reading Comprehension Achievement
Taught by Using POSSE Sl:nltegy ........................................................... 68
Histogram on Students' Reading Comprehension Achievement
with High Self-efficacy ........................................................................... 70
Histogram on Students' Reading Comprehension Achievement
with Low Self-efficacy ........................................................................... 7 1
Histogram on Students' Reading Comprehension Achievement
Taught by Using SCROL Strotegy v.i !h High Self-efficacy ................... 72
Histogram on Students' Reading Comprebension Achievement
Taught by Using SCROL Strotegy with Low Self-efficacy ................... 74
Histogram on Students' Reading Comprehension Achievement
Taught by Using POSSE Sl:nltcgy with High Self-efficacy .................... 75
Histogr.un on Students' Reading Comprehension Achievement
Taught by Using POSSE S tmtegy with Low Self-efficacy ..................... 77
The Interaction between lnstructiona.l Strategies and Self-efficacy ........ 83
X
LIST OF APPENDICES
Appendix
A
B
C
D
E
F
G
H
I
J
K
L
M
N
0
P
Page
Self-efficacy Questionnaire .......................................... .....................
The Calculation of Self-efficacay Test ............................... ...............
Description of Students' Score on Self-efficacy Questionnaire........
Reading Comprehension Test ...........................................................
The Procedure of Treatment in Two Group .....................................
Learning Scenario of Using SCROL Strategy .................................
Learning Scenario of Using POSSE Strategy ...................................
Description of Students' Score ..........................................................
Testing Hypothesis ...........................................................................
Tuckey Test.......................................................................................
The Computation of Validity and Reliability of Reading Test..........
·n,e Computation of Instrument Validation.... ....................................
Computation of Validity and Reliability of Questionnaire ...............
Description of Researeh Data ................ . ..........................................
Reuirements of Data Analysis...........................................................
Homogeneity Test .................................... ...... ............. .......................
xi
98
100
101
I 05
116
121
123
125
128
131
133
137
140
142
152
165
MILIK PERPUSTAKAAN
__U_t\1 I M E 0
CHAPTER 1
lNTRODUCTION
1.1
The Background of Study
Reading is a means of communication, sharing infonnation and idellS. Like
all language, it is a complex interaction between the text and reader which is
shaped by the reader's prior knowledge, experiences, attitude, and language
community which is culturally and socially situated. Readers use variety of
reading strategies to assist with decoding to U110Slate symbols intO SOWlds or
visual representations of speech and comprehension. Readers may use morpheme,
semantic, syntax and context clues to identify the meaning of unknown words and
readers imegrntc the words they have read into their existing framework of
knowledge or schema.
One of important goals of education is to assist students to read and write
the te>
lJ NIME.O
THE EFFECf OF INSTRUCflONAL STRATEGIES AND
SELF-EFFICACY ON sTUDENTS' ACHIEVEMENT IN
READING COMPREHENSION
A THESIS
SubmUU4 to the Englislc Applid Lilfguistla Study program
111 Partilll F!dfaJbr&elll of the Requi«mL"t:sfor th• »egru of
MogistU flwnt"'lor•
By
PENERBIT
NO. INDUK
•
44
12
(
l
'
ENGLISH .APPLlED UNGUlSTlCS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE \JNl'VERSlTY OF MEDAN
lOll
MILIK PERPUSTI\Kr>.I\N
lJ NIME.O
THE EFFECf OF INSTRUCflONAL STRATEGIES AND
SELF-EFFICACY ON sTUDENTS' ACHIEVEMENT IN
READING COMPREHENSION
A THESIS
SubmUU4 to the Englislc Applid Lilfguistla Study program
111 Partilll F!dfaJbr&elll of the Requi«mL"t:sfor th• »egru of
MogistU flwnt"'lor•
By
PENERBIT
NO. INDUK
•
44
12
(
l
'
ENGLISH .APPLlED UNGUlSTlCS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE \JNl'VERSlTY OF MEDAN
lOll
A THESIS
THE EFFECT OF INSTRUCTIONAL STRATEGIES AND
SELF-EFFICACY ON STUDENTS' ACHIEVEMENT
IN READING COMPREHENSION
By
LINDA FJTRI IBRAHIM
Registration Number: 809115012
English Applied Linguistics Study J>r'ogr1m
State University of Medan
This Thesis was examined on December 01",1011 by tbe Board of Examiners
Approved By:
Adviser Commission
Adviser U
Prof. Or. Berlin Sibarani, M.Pd
NIP. 19570615 198203 I 005
~eMI-l:ngisb
Applied
nguislics Sl dy Progra.m
Or. Oidik Santnso, M.fd
NIP. 19660616 199403 J 006
APPROVAL
This thesis was examined on December 0 I", 2011 by the Boord
Examiners:
&ard of Examiners
Prof. Dr. Berlin Siharani, M.Pd
NIP. 19570615 198203 I 005
Dr. Oidik Sanro•o. M.Pd
NIP. 196606 16 199403 I 006
Prof. Dr. Ru•min Gurning, M.Pd
NIP. 19590713 198601 I 001
Prof. Tina Mariany Arifin, M.A., Pb.D
Nll'. 19440302 196902 200 I
Prof. Amrin Saragih, M.A., Ph.D
NIP. 19550113 198203 100
ABSTRACI'
Linda Fieri lbnohim. 809115012. Tbe Effect or ltutnctioaal Strategies and ScMefficacy on Students' Achievement in Reoding Compnh F-·
significa.ndy affect students' achiev~mt
3 . 92~
(2) sclf..:fficacy signifiCalltly afl'ects students' achievement in reading
comprehension (F-...= 5.9 > F-· 3.92); and (3) !here is an interaction between
instructional strategies and self-nicacy to students' achievement in reading
comprehension (F........, • 4.70 > F-· 3.92). Analysis of Tuckey test was used in this
swdy to prove whether there is any interaction between instructional strategies and sell:
cnicRcy to the students' achievement in rendjng comprehension. Thus, instn1c1ionol
strategies and self--efficacy significantly affect the students' achievement in reading
comprehension. lt implies that in the ouempt to hnprove the students' achievement in
reading comprehension, Eng
l i~h
teachers should apply SCROL or POSSE strategy as one
of teaching strategies and pay more attention to the students' sclf-fficacy.
w=
ABSTRAK
Undo Fitri lbn.him. 809115012. The Effect or Instnoctioaal Stnotegies aad Selrefficacy on Students' Achievement Ia Readlac ComprehtDSioD. Tesis. Program
Stud I Un.g ubti.k Terapao Bahasa l nggrls, Universitas Ncgeri Med111. 2011.
Pcnclitian ini bcrtujuan untuk meo0gecahui opakah: {I) strategi lnstnlksional secara
signifikan mempengaruhi basil bclajar siswu dalam membaca; (2) self-.,ffieacy $ccant
signifikan mempengaruhi hasil bclajar siswo dalam membaca; dan (3) tcrdapat intcraksi
antara strategi instruksiooal dan self-.,tncacy terhadap basil bclajar siswo dalam
membaca. Penelitian ioi menggunakan desain Faktorial 2x'2. Populasi penclitian ini
adalah semua siswa kelas XII tahun ajaran 2011/2012 Madrasah Aliyah Negeri I
Takengoo Kabupaten Aceh Tengah. Ada empat kelas paralel yang dipilih sebagai sampel
dengan menggunakao teknik random k.lastcr sampling. Setiap kelas terdiri dari 30 siswa.
lnstrumcn yang digunakan untuk ,.,...gumpulkan data dalam penelitiao ini ada1ah tcs
membaca dan angket. Dala diaoalisa dengan mcnggunakan ANAVA dua jalur. !Wil
pen~!itao
men.unjukkan bahwa (I) strategi insttuksiooal sccara signifikan mempenprohi
3.92); (2) self..:ffo;:acy socara
hasil belajar siswa dalam membaea (F_.. 6.7> F~
signifikan mempengaruhi hasil bclajar siswa dalam membaca (F-= 5.9 > F...r 3.92);
dan (3) terdapat interaksi anlarl strategi instruksional dan self..:fficacy terhadap hasil
belajar siswa dalam membaca (F..,... 4.70 > F...,• 3.92). Analisa Tuckey test digunakan
dalam penelitian ini untuk membuktikan babwa ada interaksi anlarl strategi instruksionnl
dan self-efficacy terhadap hasil bcll\iar siswa dalam membaca. Dengan dcmikian, strategi
insrruksional dan self-efficacy secarn signifikan mcmpengaruhi basil bclajar siswa dalam
membaea. lni bcrarti bahwa dalam usaha uouuk mcnillgkalkan hasil bclajar siswa dalom
membaca. guru bahasa lnggris h3!US mcnernpkan strotcgi SCROL dan POSSE dan
memberikan perhatian lcbih tcrhadap self..:fficacy siswa.
ii
ACKNOWLEDGEMENTS
Bismillahirrahmonirrahim
First and foremost, praise and !hank be to Allah SWT for aU blessing, who
has granled countless opportunity, strength and knowledge to the writer so thai
she has been finally able to accomplish her thesis.
In !he process of writing this thesis, the writer would like to extend her
sincere and special thanks. Her gratitude is intended for her beloved parents, Ayah
(Ibrahim, SE) and Mamak (lsnaini, S.Pd) for their eodless love, prays and
supports. Thanks to her brothers Mizani Ibrahim, S.Pd and Alfath Putrn Ibrahim,
her sister Zuliana Ibrahim and the amazing fami ly for aU prays and supports.
O n this special occasion, she would like to extend her sincere appreciation
to Prof. Or. Berlin Sibar.mi, M.Pd., and Dr. Didik Santoso, M.Pd., her briliaot
advisers, who has given their valuable time in giving the encouragement.
guidance, suggestion, and ad vices until this thesis comes to its due time.
She would like to give her special thank; to her reviewers and examiners
Prof. Dr. Busmin Guming, M.Pd, l'rof. Tina Mariany Arifm, M.A., Ph.D and
Prof. Amrin Saragih, M.A., I' h. D for their valuable inputs for completion of this
thesis. She also wishes to express tl>anks to all lecturers who have given her the
valuable knowledge and science during her study at the English Applied
Linguistics Study Progmm of PostgradWitc School, State University of Medan.
iii
In particular, Her enormous appreciation is addressed to Prof. Dr. Busmin
Guming, M.Pd., lhe head of English Applied Linguistics Study Progxam and 10
Dr. Anni Holila Pulungan, M.Hwn., the secretary of English Applied Linguistics
Study Program.
Special thanks is extended to lhe headmaster of Madiasah Aliyah Negeri I
Takengon Aceb Tengah regency (Drs. M. lsa) who permits her to conduct the
research in lhe school. Thanks 10 the teacher (Salwa Husna, SS., M.Hum) who
helps her in conducting the treatment in the school. And those teachers and
students of Madrasah Aliyah Negeri I Takengon who gave supports to this study
and fo r their cooperative attitude and work during the research.
Thnnks to all my younger sisters in the Kost Kece, thnnks guys for your
attention, support, and time that we spent together. FinnUy, her appreciation goes
to all her friends Intake XVl at the English Applied Linguistics Study Program,
thanks guys for all the suggestion, friendship and cooperation, and helpful ideas in
various discussions.
Thank you fo r all, May Allah SWf blesses us ...
Medan, December 01 111 , 20 II
The writer,
LINDA FITRI IBRAffiM
Registration Numb~
r : 809115012
iv
TABLE OF CONTENTS
Page
AUSTRACT .................................................................................................................. ;
ACKNOWLEDGEMENTS ...................................................................................... iii
TABLE OF CONTENTS ........................................................................................... v
LIST OF TABLES .................................................................................................... x
LIST OF FIGURES .................................................................................................. xii
LIST OF APPENDICES ........................................................................................... xiii
CHAPTER 1: INTRODUCTION .............................................................................
1.1 The Background of Study ........................................................
1.2 The Problems ofSIUdy ..............................................................
1.3 TheObjectivesofSIUdy ............................................................
1.4 The Scope ofSIUdy ...................................................................
1.5 The Significant of Study ...........................................................
I
I
7
7
7
9
CHAPTER U: REVJEW OF LITERATURE ................... ·..................................... I 0
2.1 Theoreticall'romcwork .............................................................. 10
2.1.1 Achievement in Reading Comprehension..................... I 0
2.1.2 Reading ......................................................................... 12
2.1.2.1 The Nature of Reading Comprehension........ 12
2.1.2.2 Rcad.ing as Process ........................................ 13
2.1.2.3 Schema Theory.............................................. 16
2.1.2.4 Types of Schema .......................................... 18
2.1.2.5 Schema Theory on Reading as Process ......... 19
2.1.3 Types of Reading Process ............................................. 22
2.1.3.1 Bottom-up Process ........................................ 23
2.1.3.2 Top-down Process ......................................... 24
2.1.3.3 Interactive Process ......................................... 25
2.1.4 Reading as Product... ..................................................... 25
2. 1.5 The Taxonomy of Reading Comprehension ................. 26
2.1.5.1 Literal Comprehension .................................. 26
2. 1.5.2 Inferential Comprehension ............................ 27
2. 1.5.3 Evaluation ...................................................... 27
2. I.5.4 Appreciation .................................................. 28
2.1.6 Factors A ffccting Reading Comprehension .................. 28
2.1 .7 ·rhe Chamcteristics of Poor and Successful Readers .... 30
2.2 Survey. Connection, Read, Outline and Look Back (SCROL)
Strategy .... ................... .......................................... ..................... 31
2.2. I The Nature ofSCROI. Strategy .................................... 31
2.2.2 The Principle of SCROL Strategy................................. 33
2.2.3 The Procedure ofSCROL strategy ................................ 35
2.2.3.1 Sun·ey ........................................................... 35
v
2.3
2.4
2.5
2.6
2.2.3.2 Connection ................................................... 35
2.2.3.3 Read .............................................................. 3S
2.2.3.4 Outline .......................................................... 35
2.2.3.5 Look Back .................................................... 35
Predict, Organize. Search, Swnmnry and Evaluate (POSSE)
Strategy....................................................................................... 38
2.3.1 TheNatureofPOSSEStrategy ..................................... 38
2.3.2 The Principle of POSSE Strategy.................................. 39
2.3.3 The Procedure of POSSE Strategy................................ 39
Self-efficacy ............................................................................... 42
2.4.1 The Nature of Self-efficacy ........................................... 43
2.4.2 Sources of Self-efficacy ................................................ 43
2.4.2. 1 Actual Experiences ........................................ 44
2.4.2.2 Vicarious Experiences ................................... 45
2.4.2.3 Verbal Persuasion.......................................... 45
2.4.2.4 Psychological Arousal ................................... 46
2.4.3 Consequences of Self-efficacy ...................................... 46
Conceptual Framework ............................................................... 47
2.5. 1 The
Students'
Achievement
in
Reading
Comprehension of the Students Taught by Using
SCROL and POSSE Strategies .................................... 47
in
Reading
2.5.2 The Students'
Achievement
Comprehension the Students who have High Selfefficacy and Low Self-efficacy .................................... 49
2.5.3
The Interaction between Instructional Strategies and
Students'
Self- efficacy to
the Students'
Achievement in Reading Comprehension ..................... 51
Hypotheses ................................. ...... ...................................... .... 52
CHAPTER ill: RESEARCH METHOD ................................................................. S4
3.1 Research Design ....................................................................... 54
3.2 Population and Sample ............................................................. 55
3.2. 1 Population..................................................................... SS
3.2.2 Sample .......................................................................... S6
3.3 The Instrument for Collecting Data ......................................... 56
3.3.1 Reading Comprehension Test ...................................... 56
3.3.2 Questionnaire of Self-efficacy...................................... 57
3.4 Instrument Validation ............................................................... 58
3.4. 1 Validity of Reading Comprehension Test... .......... ....... 58
3.4.2 Validity of Questionnaire ............................................. 59
3.5 Reliability ................................................................................. 60
3.S.I Reliability ofTest ......................................................... 60
3.5.2 Reliabil ity of Questionnaire ......................................... 61
3.6 The Procedure ofTreatment... .................................................. 62
3.7 Control ofTreatment ................................................................ 62
vi
3.7.1
lntemal Validity ............................................................
3. 7.2
External Validity ...........................................................
3.8 The Technique of Analyzing Data .............................................
3.9 Statistical Hypotheses ................. .. ..............................................
62
63
63
64
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ............................. 65
4.1 The Description of Research Data ........................................... 65
4.1.1 Students' Reading Comprehension Achievement
Taught by Using SCROL Strategy ............................... 66
4.1.2 Students' Reading Comprehension Achievement
Taught by Using POSSE Strategy ................................ 67
4.1.3 Students' Reading Comprehension Achievement
of Group of Students with High Self-efficacy ............. 69
4.1.4 Students' Reading Comprehension Achievement
of Group of Students with Low Self-efficacy ............... 70
4.1.5 Students' Reading Comprehension Achievement
Taught by Using SCROL Strategy with High Selfefficacy ......................................................................... 71
4.1.6 Students' Reading Comprehension Achievement
Taught by Using SCROL Strategy with Low Selfefficacy ......................................................................... 73
4.1.7 Students' Reading Comprehension Achicvcmcot
Taught by Using POSSE Strategy with High Selfefficacy ......................................................................... 74
4.1.8 Students' Reading Comprehension Achievement
Taught by Using POSSE Strategy with Low Selfefficacy ......................................................................... 76
4.2 Requirements of Data Analysis ................................................. 77
4.2.1 Normality Test .............................................................. 77
4.2.2 Homogeneity Testing .................................................. 78
4.2.2.1 Groups ofTcaching Strategies ..................... 79
4.2.2.2 Groups of Self-efficacy ................................ 79
4.2.2.3 Groups of Interaction ................................... 79
4.3 Hypothesis Testing .................................................................... 80
4.3.1 Instructional
Strategies
Significantly
Affect
Students'
Achievement
in
Reading
Comprehension ............................................................. 82
4.3.2 Se l ~e ficay
Significantly
Affect
Students'
Achievement in Reading Comprehension .................... 82
4.3.3 The lntcruction between Instructional Strategies
and Self-efficacy on Students' Achievement in
Reading Comprehension ............................................. 83
4.4 Research Findinl!$ ..................................................................... 86
4.5 Discussions ................................................................................. 87
vii
4.5.1
The Effect of Instructional Strategies Significantly
Affect Students' Achievement in Reading
Comprehension ........................................................ ....
4.5.2 The Effect of Self-efficacy on Students'
Achievement in Reading Comprehension ...................
4.5.3 The Interaction Bel'-'11 Instructional Strategies
and Self-efficacy on Students' Achievement In
Reading Comprehension .............................................
4.6 The Limitation of Research ......................................................
CHAPTER V: CONCLUSIONS, IMl'LlCATIONS AND SUGGEST IONS ......
5.1 Conclusions ............ .................................................. ...............
5.2 Im plications ................... ..........................................................
5.3 Suggestions ..............................................................................
87
88
89
90
92
92
92
94
REFERENCES ......................................................................................................... 95
APPENDICES ........................................................................................................... 98
viii
LISTOFTADLES
Page
Table
1.1
2.1
2.2
2.3
2.4
2.5
3.I
3.2
3.3
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4. 11
4. 12
4. 13
4. 14
4. 15
4. 16
4.17
The Mean of the Students' score in English subject on UN
examination at MAN I Takeogon Knbupaten
Aceh Tengah . ... . .. ... .. . ... . ................... ........ ..... . ............ .... . ... ...... .........
An Overview of Two Comprehension Factor ..................................
The Characteristics of Poor and Successful Readers........................
The Task for SCROL Strategy..........................................................
Procedure of POSSE Strategy .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ................ .... .. .. .. .
The Chart of POSSE Strategy .. .........................................................
Factorial Research Design 2 x 2 .. .. .. .. .. .. .. .. .. .. .. .. .. ........ .... .... ...... .. .... ..
The outline of Students' Reading Comprehension...........................
The Specification Table of Students' Self~icay
Indicators ........
Summary of Research Dam Description ..........................................
Frequency Distribution of the scores of the students Taught By Using
SCROL Strategy .......... .................... ..... .... .... ........................... ..... . ...
Frequency Distribution of the scores of the students Taught By Using
SCROL Strategy . .... . .. .. .. .. ............... .... .. .. .... ......................... .... . ..... ...
Frequency Distribution of the scores of the students with High
Self- efficacy . .. .. ... . .. .. .. ................. ........ ...... .... ........... ...... .. ...... ..... . ...
Frequency Distribution of the scores of the students witb Low
Self-efficacy ..... ... . .... ................... .... ............ ........... ............ .... . .... ... ...
Frequency Distribution of the scores of the students Taught By Using
SCROL Strategy with Iligh Self-efficacy ........................................
Frequency Distribution of the scores of the students Taught By Using
SCROL Strategy with Low Self-efficacy.........................................
Frequency Distribution oftbc scores of the students Taught By Using
POSSE Strategy with ~(jgh
Self~icay
.........................................
Frequency Distribution of the scores of the students Taught By
Using POSSE Strategy with Low Self~icay
...............................
Summary on Result of Nonnality Test ............................................
The Results of Homogeneity Test on Groups ofTeaching
Strategies . .. .. .... .. .. .. .. . .. ...... .. .. .. . .. ...................... .... .. . .. ........ .... .. ... .. . ....
Results of Homogeneity Test of Self-efficacy ................................
Summary on the Result of Homogeneity Teat on Group Interaction
The Result of Homogeneity Test on fJach Sample Gro ups ..............
Two· Way ANOV A wiUt 2 x 2 Factorial Designs ............................
Summary o n the Calculation of Two-way ANOVA ........................
Summary of the Calculation Result on Tuckey Test ........................
ix
4
29
30
36
40
41
55
57
58
65
66
68
69
70
72
73
75
76
78
79
79
79
80
81
81
84
U ST OF FIGURES
Page
F'igure
2. 1
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
An Example of a Wall Chart for SCROL ................................................ 37
Histogram on Students' Reading Comprehension Achievement
Taught by Using SCROL Strotegy .............................. ........................ .... 67
Histogram on Students' Reading Comprehension Achievement
Taught by Using POSSE Sl:nltegy ........................................................... 68
Histogram on Students' Reading Comprehension Achievement
with High Self-efficacy ........................................................................... 70
Histogram on Students' Reading Comprehension Achievement
with Low Self-efficacy ........................................................................... 7 1
Histogram on Students' Reading Comprehension Achievement
Taught by Using SCROL Strotegy v.i !h High Self-efficacy ................... 72
Histogram on Students' Reading Comprebension Achievement
Taught by Using SCROL Strotegy with Low Self-efficacy ................... 74
Histogram on Students' Reading Comprehension Achievement
Taught by Using POSSE Sl:nltcgy with High Self-efficacy .................... 75
Histogr.un on Students' Reading Comprehension Achievement
Taught by Using POSSE S tmtegy with Low Self-efficacy ..................... 77
The Interaction between lnstructiona.l Strategies and Self-efficacy ........ 83
X
LIST OF APPENDICES
Appendix
A
B
C
D
E
F
G
H
I
J
K
L
M
N
0
P
Page
Self-efficacy Questionnaire .......................................... .....................
The Calculation of Self-efficacay Test ............................... ...............
Description of Students' Score on Self-efficacy Questionnaire........
Reading Comprehension Test ...........................................................
The Procedure of Treatment in Two Group .....................................
Learning Scenario of Using SCROL Strategy .................................
Learning Scenario of Using POSSE Strategy ...................................
Description of Students' Score ..........................................................
Testing Hypothesis ...........................................................................
Tuckey Test.......................................................................................
The Computation of Validity and Reliability of Reading Test..........
·n,e Computation of Instrument Validation.... ....................................
Computation of Validity and Reliability of Questionnaire ...............
Description of Researeh Data ................ . ..........................................
Reuirements of Data Analysis...........................................................
Homogeneity Test .................................... ...... ............. .......................
xi
98
100
101
I 05
116
121
123
125
128
131
133
137
140
142
152
165
MILIK PERPUSTAKAAN
__U_t\1 I M E 0
CHAPTER 1
lNTRODUCTION
1.1
The Background of Study
Reading is a means of communication, sharing infonnation and idellS. Like
all language, it is a complex interaction between the text and reader which is
shaped by the reader's prior knowledge, experiences, attitude, and language
community which is culturally and socially situated. Readers use variety of
reading strategies to assist with decoding to U110Slate symbols intO SOWlds or
visual representations of speech and comprehension. Readers may use morpheme,
semantic, syntax and context clues to identify the meaning of unknown words and
readers imegrntc the words they have read into their existing framework of
knowledge or schema.
One of important goals of education is to assist students to read and write
the te>