TEXTBOOKS READING STRATEGY FOR NON ENGLISH DEPARTEMEN STUDENTS.
TEXTBOOKS READING STRATEGY FOR I'iO"
ENGLISH DEPARTMEN STUDENTS
Submitted to tfle Graduate Department of English Applied Lintuistics UNIMED--1
Partial Fulfitlment of The Requirements for
the Degree of Master in Humanities
BY
ERIKA SINAMBEIA
Reg. No : 035010095
Tii-TfimiA. r
Afr 07
---l
!
ENGLISH APPLIED LINGUISTICS
GRADUATE PROGRAM
STATE UNIVERSITY OF MEDAI'4
2005
his is certify that the Magister's thesis of:
arne
: Erika Sinambela
eg. No.
:035010095
rogram
: English Applied Linguistics
itle
: Texbooks Reading Department Students
pproved on
: Aug 18th 2005
as been approved by the Broad of examiners as ther requirement for the degree of Magister in
umanity.
road Of Examiners
1. Dr. Iince Sihombing, M.Pd.
2. Prof. M. SDilitonga, Ph.D
3. Prof. D~
P. Tampubolon, Ph.D
4. Prof Armin Saragih, M ..t\., Ph.D
(Member£ I)
5. Prof. Dr. Jawasi Naibaho
Acknowledged by
Prof. Dr. Bclferik Manullaog
NIP. 130518778
ACKNOWLEDGEMENT
Thank you Lord, the Almighty God for his blessing that this thesis can be
comph:tcd. The writer believes that it would not he possible: for her to complete her
thesis without his mercy.
As this
thesis writing completed, the writer would like to express her
gratitude to all of the influential individuals in her study and the writer believes that
the completion of this thesis is made possible by the support, assistance, guidance,
and encouragement from many peoplt!.
First of all, the writer would like to extend her great appreciation and
gratefulness to Or. Lince Sihombing, M. Pd as her first consultant and Prof Dr. M.
Silitonga, P.Hd as her second consultant for their guidance and help in suggestion,
comments, and encouragetm.:nt in relation to the completion ofht:r study.
The writer would like to express her gratitude to the Head of English Applied
Linguistics Prof Dr. Jawasi Naibaho, M.Pd and his secretary
has gcncrt)usly cm:ouragcd her in completing her study.
The writer would like to thank all lecturers and tutors for the valuable
instruction and knowledge. She owes the knowledge acquired during the study.
The \\'Titer would like alsu to thank all her beloved classmates : Lasma,
Yahma, Lely, Lili , Vanson, Nazar, Samsul Panggabean, Coki for their togeh~mcs
and friendship during the study.
Finally, the writer would like to cxrrcss her hcartful thanks to her
bdov~
husband L. Pakpahan, her daughters Carotin, Novianti and her son Julius, and also
her mother M. Napitupulu, and her sister Tiomida Sinambcla for their love, patience,
and pray that keep accompanying her study and throughout her life . May God bless
them all, Amin.
I
!he Writer
ABSTRACT
Sinambcla Erika. Text Books Reading Strae~
for Non Engljsh Department
Students. T hesis : English Applied Linguistics Graduate Program. UNlME D. 2005
This study deals with the analysis of the effectiveness of using SQ3R study technique
in increasing non English Department students' reading co mp rehn~io
. This study
based on an experimental research which focuses on finding the increase result
between students' score of reading comprehension on pretest and post test. The data
collected from accounting students. The selected sample s tud~.:ns
who were chosen
from tour different classes were given treatments related to mastering SQ3R study
technique for several time by following stages of implementing SQ3R. The ijndings
show that the SQ3R is effective used to increase students' reading comprehension
skill ; reading materials which are suitable to give tht:m skill on understanding their
text books later on are from their major field ~ the suitable teaching learning process
to implement the SQ3R is the group discussion and the questions to enable them
having SQ3R strategy are in the form of essay questions whereas the questions to find
out students' reading comprehension skills are from multiple choict: ones.
TABL~
OF CONTENTS
Abstract .......................................................................................... ........................ ..
ii
. Ill
1. l Background of the Study .......................................... ..... ... ...... ..
1.3 Problem ofthe Study .. ...... .... ..... . .... ...... ... .. .. .. .. .... .. .. ........ .... ..... . ... .... .. ........
4
1.4 Objectives of the Study ............................................................................ ..
15 Significances of the Study .......................... .
CHAPTER. TI : REVIEW OF RELATED LlTERATUR R .........................'....................... ..
2.1 Reading ...................... .......... . .............. ... .. ............................. ................ ......
2.2
L~vds
ofCmpr~hensi
9
in Reading .................................... ................... 12
2.3 Reading Strategy . ................. ............. .. .... ... . .. ... .. ... ........ ..................... 13
2.4 SQ3R Study Technique ........ ................... ... ............ ........ ........................... 14
2.5 Readings ........................................................ ...... .... .......................... .... 22
2 () Non English Department Students and their Correlation with Reading
Strate!:,ry ................................. ............ ............................... ..... .......... ........... 25
2.7 The Teaching Learning Process in Implementing SQ3R tor
Ill
Reading
CHAPTER Ill · RESEARCH METIIODOLOG Y .............. .
-- ............... ...... .............. :;o
3.1 Research Design ........... ...... ... . .................. . .... .......... ...... .... . ...... .... ....
CHAPTER IV: R~SEACI
FINDINGS AND DISCUSSION ..... . ................... .
30
34
34
4.1.1 General Explanation about the Result of Students' Reading
Comprehensions Skill on Pre Test and Post Test ........ .
34
4. 1.2 Identification of Suitable Readings Used as Media of
Implementing the SQ3R Study Technique to Increase Reading
Comprehension ............................................................................... ..
I
4. 1.3 identification ol' K.imis of T~o:aching
L..-:arn ing l'roc\.:sl; thai can
13est implement SQ3R Study Technique to lncreas~:
z
Rcadwg
Comprehension ............................. .. ................................... ...... ...... .
4.1.4 The Hxplanation of the Result ol'Students' Reading
Comprehension Skill on Pre Test and Post Test ............. .
4.2
3]
Discussion ..... . ..... ..... ... . .... ..... . ..... .... . ... .. ... ..... . ... ..... .... .. .. .... .. . ... . ...... ... . .... . 38
CHAPTER V: C ONCLUSION AND SUGGESTION . ............ .... .. ...... ......... .. .
5.1 Conclusion ............... ....................... .... .................. .
40
40
42
Appendix
IV
(;IIAI)TER V
CONCLUSION AND St;(;GESTION
5.1 Conclusion
Having analyzed the data, conclusion are drawn as the following:
1. The SQ3R study technique is effective used to increase students' reading
compr~hensi
skill. The real result can be seen on lhc lahle drawll un chaph.:r
IV : Findings, sub point 4.1 .2.
2. Kinds ofreading materials that arc suitable used ror training students to have
SQ3R study te~.:hniqu
in improving their reading comprehension skill are
I
ones which related to their major.
3. The t(.:achmg lcarnmg
prus
which is suitable to accomm()dak sltllknts'
training in applying SQ3R study technique is t,rroup discussion.
4. Tht' questions used J()r mastering the steps
from survey cont inued to question, read, n~cite
precisely
\Vh -
o['
SQ3R study technique started
and review are in essay fonn
questions but the suitable questions to find out their level of
reading comprehension arc multipk choice ones.
5.2 Suggestions
With reference to conclusions, suggestion are staged as the following:
1. The lindings of this research can he used to fulllll a better understanding
about ways of having reading comprehension skill.
40
41
2. lt is suggested for other researchers \vho arc interested to this field to makl:
detailed analysis on funclioning essay qut:stion to get inf(mnation about
readers' reading comprehension, since in this global era not only students who
major in English should bL: able to cmnruiat~
aL:tlvdy
1114
languagL: skills.
listening, speaking reading and writing but students who are not major in
English should do 11" they arc not wanted to be defeated Lht:n ll:J't behind
because having major skill which accompar.icd with english is an obligation.
3. It is .suggested to the lecturers who are teaching English as specific purpose to
University students to try not only group discussion hut also nlhcr
\\'H)'
or
teaching learning process in order to give students strategy of understanding
reading matcrinls csJ)cclally ll::-;t books si11cc the more students n:ad Fngltsh
'
text books the more qualified they will be.
42
Refrnc'-~
Adams, W. Royce and Jane Brody. 1998.
Harcourt Drace College
Reading Beyond vVord~·.
Philadelphia:
Anonymous 2000. 1'l1e Writers Select i011 : Shaping our !.ives. Ohio
Mifflin Publishers
Houghton
Ary, 0 h~sar,C
l.J and Rajaviah, A. 1979. Introduction to Research in Education.
New York: Holt, Rinehart and Winston
Barnhart Land Robert K. 1979. The world Hook J)ictionarv. Chicago: World Book
Childcratt Jnternatwnal Inc.
Carrel, P.I .. , Joanne, LJ and David, E. E. (Eds.) 1988. lnteracllve Approaches to .'.'t:t'rmd
Languages Reading. Cambridge: Cambridge University Press.
Davies, Ivor K. 1980. Instructional Teaching Me Graw-Hill, Inc. : Indiana
Goodman, K.S. 199!S. The Reading J>rocess. In Carell, P.L, .Joanne , D and l)avid.
F.l·: (Ebs.) /nt,•ractl\'
ENGLISH DEPARTMEN STUDENTS
Submitted to tfle Graduate Department of English Applied Lintuistics UNIMED--1
Partial Fulfitlment of The Requirements for
the Degree of Master in Humanities
BY
ERIKA SINAMBEIA
Reg. No : 035010095
Tii-TfimiA. r
Afr 07
---l
!
ENGLISH APPLIED LINGUISTICS
GRADUATE PROGRAM
STATE UNIVERSITY OF MEDAI'4
2005
his is certify that the Magister's thesis of:
arne
: Erika Sinambela
eg. No.
:035010095
rogram
: English Applied Linguistics
itle
: Texbooks Reading Department Students
pproved on
: Aug 18th 2005
as been approved by the Broad of examiners as ther requirement for the degree of Magister in
umanity.
road Of Examiners
1. Dr. Iince Sihombing, M.Pd.
2. Prof. M. SDilitonga, Ph.D
3. Prof. D~
P. Tampubolon, Ph.D
4. Prof Armin Saragih, M ..t\., Ph.D
(Member£ I)
5. Prof. Dr. Jawasi Naibaho
Acknowledged by
Prof. Dr. Bclferik Manullaog
NIP. 130518778
ACKNOWLEDGEMENT
Thank you Lord, the Almighty God for his blessing that this thesis can be
comph:tcd. The writer believes that it would not he possible: for her to complete her
thesis without his mercy.
As this
thesis writing completed, the writer would like to express her
gratitude to all of the influential individuals in her study and the writer believes that
the completion of this thesis is made possible by the support, assistance, guidance,
and encouragement from many peoplt!.
First of all, the writer would like to extend her great appreciation and
gratefulness to Or. Lince Sihombing, M. Pd as her first consultant and Prof Dr. M.
Silitonga, P.Hd as her second consultant for their guidance and help in suggestion,
comments, and encouragetm.:nt in relation to the completion ofht:r study.
The writer would like to express her gratitude to the Head of English Applied
Linguistics Prof Dr. Jawasi Naibaho, M.Pd and his secretary
has gcncrt)usly cm:ouragcd her in completing her study.
The writer would like to thank all lecturers and tutors for the valuable
instruction and knowledge. She owes the knowledge acquired during the study.
The \\'Titer would like alsu to thank all her beloved classmates : Lasma,
Yahma, Lely, Lili , Vanson, Nazar, Samsul Panggabean, Coki for their togeh~mcs
and friendship during the study.
Finally, the writer would like to cxrrcss her hcartful thanks to her
bdov~
husband L. Pakpahan, her daughters Carotin, Novianti and her son Julius, and also
her mother M. Napitupulu, and her sister Tiomida Sinambcla for their love, patience,
and pray that keep accompanying her study and throughout her life . May God bless
them all, Amin.
I
!he Writer
ABSTRACT
Sinambcla Erika. Text Books Reading Strae~
for Non Engljsh Department
Students. T hesis : English Applied Linguistics Graduate Program. UNlME D. 2005
This study deals with the analysis of the effectiveness of using SQ3R study technique
in increasing non English Department students' reading co mp rehn~io
. This study
based on an experimental research which focuses on finding the increase result
between students' score of reading comprehension on pretest and post test. The data
collected from accounting students. The selected sample s tud~.:ns
who were chosen
from tour different classes were given treatments related to mastering SQ3R study
technique for several time by following stages of implementing SQ3R. The ijndings
show that the SQ3R is effective used to increase students' reading comprehension
skill ; reading materials which are suitable to give tht:m skill on understanding their
text books later on are from their major field ~ the suitable teaching learning process
to implement the SQ3R is the group discussion and the questions to enable them
having SQ3R strategy are in the form of essay questions whereas the questions to find
out students' reading comprehension skills are from multiple choict: ones.
TABL~
OF CONTENTS
Abstract .......................................................................................... ........................ ..
ii
. Ill
1. l Background of the Study .......................................... ..... ... ...... ..
1.3 Problem ofthe Study .. ...... .... ..... . .... ...... ... .. .. .. .. .... .. .. ........ .... ..... . ... .... .. ........
4
1.4 Objectives of the Study ............................................................................ ..
15 Significances of the Study .......................... .
CHAPTER. TI : REVIEW OF RELATED LlTERATUR R .........................'....................... ..
2.1 Reading ...................... .......... . .............. ... .. ............................. ................ ......
2.2
L~vds
ofCmpr~hensi
9
in Reading .................................... ................... 12
2.3 Reading Strategy . ................. ............. .. .... ... . .. ... .. ... ........ ..................... 13
2.4 SQ3R Study Technique ........ ................... ... ............ ........ ........................... 14
2.5 Readings ........................................................ ...... .... .......................... .... 22
2 () Non English Department Students and their Correlation with Reading
Strate!:,ry ................................. ............ ............................... ..... .......... ........... 25
2.7 The Teaching Learning Process in Implementing SQ3R tor
Ill
Reading
CHAPTER Ill · RESEARCH METIIODOLOG Y .............. .
-- ............... ...... .............. :;o
3.1 Research Design ........... ...... ... . .................. . .... .......... ...... .... . ...... .... ....
CHAPTER IV: R~SEACI
FINDINGS AND DISCUSSION ..... . ................... .
30
34
34
4.1.1 General Explanation about the Result of Students' Reading
Comprehensions Skill on Pre Test and Post Test ........ .
34
4. 1.2 Identification of Suitable Readings Used as Media of
Implementing the SQ3R Study Technique to Increase Reading
Comprehension ............................................................................... ..
I
4. 1.3 identification ol' K.imis of T~o:aching
L..-:arn ing l'roc\.:sl; thai can
13est implement SQ3R Study Technique to lncreas~:
z
Rcadwg
Comprehension ............................. .. ................................... ...... ...... .
4.1.4 The Hxplanation of the Result ol'Students' Reading
Comprehension Skill on Pre Test and Post Test ............. .
4.2
3]
Discussion ..... . ..... ..... ... . .... ..... . ..... .... . ... .. ... ..... . ... ..... .... .. .. .... .. . ... . ...... ... . .... . 38
CHAPTER V: C ONCLUSION AND SUGGESTION . ............ .... .. ...... ......... .. .
5.1 Conclusion ............... ....................... .... .................. .
40
40
42
Appendix
IV
(;IIAI)TER V
CONCLUSION AND St;(;GESTION
5.1 Conclusion
Having analyzed the data, conclusion are drawn as the following:
1. The SQ3R study technique is effective used to increase students' reading
compr~hensi
skill. The real result can be seen on lhc lahle drawll un chaph.:r
IV : Findings, sub point 4.1 .2.
2. Kinds ofreading materials that arc suitable used ror training students to have
SQ3R study te~.:hniqu
in improving their reading comprehension skill are
I
ones which related to their major.
3. The t(.:achmg lcarnmg
prus
which is suitable to accomm()dak sltllknts'
training in applying SQ3R study technique is t,rroup discussion.
4. Tht' questions used J()r mastering the steps
from survey cont inued to question, read, n~cite
precisely
\Vh -
o['
SQ3R study technique started
and review are in essay fonn
questions but the suitable questions to find out their level of
reading comprehension arc multipk choice ones.
5.2 Suggestions
With reference to conclusions, suggestion are staged as the following:
1. The lindings of this research can he used to fulllll a better understanding
about ways of having reading comprehension skill.
40
41
2. lt is suggested for other researchers \vho arc interested to this field to makl:
detailed analysis on funclioning essay qut:stion to get inf(mnation about
readers' reading comprehension, since in this global era not only students who
major in English should bL: able to cmnruiat~
aL:tlvdy
1114
languagL: skills.
listening, speaking reading and writing but students who are not major in
English should do 11" they arc not wanted to be defeated Lht:n ll:J't behind
because having major skill which accompar.icd with english is an obligation.
3. It is .suggested to the lecturers who are teaching English as specific purpose to
University students to try not only group discussion hut also nlhcr
\\'H)'
or
teaching learning process in order to give students strategy of understanding
reading matcrinls csJ)cclally ll::-;t books si11cc the more students n:ad Fngltsh
'
text books the more qualified they will be.
42
Refrnc'-~
Adams, W. Royce and Jane Brody. 1998.
Harcourt Drace College
Reading Beyond vVord~·.
Philadelphia:
Anonymous 2000. 1'l1e Writers Select i011 : Shaping our !.ives. Ohio
Mifflin Publishers
Houghton
Ary, 0 h~sar,C
l.J and Rajaviah, A. 1979. Introduction to Research in Education.
New York: Holt, Rinehart and Winston
Barnhart Land Robert K. 1979. The world Hook J)ictionarv. Chicago: World Book
Childcratt Jnternatwnal Inc.
Carrel, P.I .. , Joanne, LJ and David, E. E. (Eds.) 1988. lnteracllve Approaches to .'.'t:t'rmd
Languages Reading. Cambridge: Cambridge University Press.
Davies, Ivor K. 1980. Instructional Teaching Me Graw-Hill, Inc. : Indiana
Goodman, K.S. 199!S. The Reading J>rocess. In Carell, P.L, .Joanne , D and l)avid.
F.l·: (Ebs.) /nt,•ractl\'