THE INFLUENCE OF CO-OP CO-OP TO TEACH READING SKILL VIEWED FROM STUDENTSâ INTEREST (An Experimental Research in the twelfth grade students of SMK Batik 1 Surakarta in 2012-2013 Academic Year).
perpustakaan.uns.ac.id
digilib.uns.ac.id
THE INFLUENCE OF CO-OP CO-OP TO TEACH READING SKILL
VIEWED FROM STUDENTS’ INTEREST
(An Experimental Research in the twelfth grade students of SMK Batik 1 Surakarta
in 2012-2013 Academic Year)
Thesis
Presented
As partial fulfillment of the requirements for
the graduate degree of English education
By
SUSENO APRIADI
NIM. S891108110
ENGLISH EDUCATION DEPARTMENT
GRADUATE PROGRAM
SEBELAS MARET UNIVERSITY SURAKARTA
2013
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
PRONOUNCEMENT
Herewith, I testify that there are no plagiarisms in this thesis from the previous
research which have been done by the other researchers. The writer only includes the
opinion from the experts and he includes the source in this research paper. If in the
next day there are plagiarisms found in this research paper, the writer will be fully
responsible for that.
Surakarta, 07 April 2013
Suseno Apriadi
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
Motto
Reading is the way to understand the
world
(Researcher)
“Read! In the Name of your lord Who
has created (all that exists). He has
taught man that which he knew not”
(Al-Alaq: 1 & 5)
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
ABSTRACT
Suseno Apriadi, NIM. S891108110. The Influence of Co-op Co-op to Teach
Reading Skill Viewed From Students’ Interest (An Experimental Research in the
twelfth grade students of SMK Batik 1 Surakarta in 2012-2013 Academic Year). First
Consultant: Prof Dr. Joko Nurkamto, M.Pd; Second Consultant: Dr. Sujoko, M.A.
Thesis. Surakarta. English Education Department Graduate Shool, Sebelas Maret
University of Surakarta. 2013.
The goal of this research is to find out whether: (1) Co-op Co-op is more
influencing than Direct Instruction to teach reading at the twelfth graders of SMK
Batik Surakarta in the Academic Year of 2012/2013; (2) the students who have high
interest have better reading skill than those who have low interest at the twelfth
graders of SMK Batik Surakarta in the Academic Year of 2012/2013; and (3) there is
an interaction between teaching method and interest for teaching reading at the
twelfth graders of SMK Batik Surakarta in the Academic Year of 2012/2013.
The method which is applied in this research is experimental study. It was
conducted at the twelfth graders of SMK Batik Surakarta. The population of the
research is the twelfth graders of SMK Batik Surakarta in the Academic Year of
2012/2013. The samples were two classes. In taking the sample, a cluster random
sampling technique was applied. Each class was divided into two group; the students
who have high and low interest. Then, the techniques which were used to collect the
data were questionnaire of interest and a multiple choice test for reading skill. The
two instruments were tried out to get valid and reliable items. The data were analyzed
by using multifactor analysis of ANOVA 2x2 and tuckey test.
Based on the result of the analysis, there are some research findings that can be
taken: (1) Co-op Co-op is significantly different from Direct Instruction to teach
reading and Co-op Co-op is more influential than Direct Instruction to teach reading.
(2) The reading skill of the students who have high interest is significantly different
from that of those who have low interest and (3) There is an interaction between
teaching method and interest in teaching reading; (a) for the students who have high
interest, Co-op Co-op is more influential than Direct Instruction to teach reading and
(b) for the students who have low interest, Direct Instruction is more influential than
Co-op Co-op to teach reading; and Direct instruction is not influential than Co-op Coop to teach reading.
Based on the findings, it can be concluded that in general Co-op Co-op is more
influencing than Direct Instruction to teach reading. For the students who have high
interest, Co-op Co-op is more influential than Direct Instruction to teach reading but
for the students who have low interest, Direct Instruction is more influential than Coop Co-op to teach reading. In accordance with the above result, The English teacher
is suggested to be able to select the appropriate teaching method to teach reading for
the students who have high or low interest.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
ACKNOWLEDGEMENT
All praises just for Allah SWT, The lord of the universe, the One who sent the
Messenger Muhammad SAW to guide human to the safest religion, Islam. Thanks for
blessing me in finishing my thesis entitled “The Influence of Co-Op Co-Op to Teach
Reading Skill Viewed from Students’ Interest”. I also would like to say thank to
beloved person in the world, Muhammad SAW for his guidance to the human kind
the earth and for bringing them into His light. Furthermore, I would like to express
my thanks and appreciation to the people who have contributed so many things for
me in finishing my thesis.
His deepest gratitude and appreciation are addressed to: (1) The Director of
Graduate Program of the University of Sebelas Maret Surakarta; (2) The Head of
English Educational Department of Graduate Program of the University of Sebelas
Maret Surakarta; (3) Prof. Dr. Joko Nurkamto, M.Pd as first consultant and Dr.
Sujoko, M.A as second consultant, who advised him in reading and correcting this
thesis.
The researcher would like to thank to the Headmaster of SMK Batik 1
Surakarta who allowed him to conduct the research in the twelfth grade students in
2012-2013 academic year, and to the English teachers, who was willing to be a
teacher in control class in conducting this research. He would like to deliver special
thanks to beloved mother and father, and sisters.
Finally, he realizes that this thesis is still far from perfect, so he always needs
constructive criticism and suggestions from the readers in order to make this thesis
improve. Last but not least, he does expect that this thesis can be very useful to other
researchers, teachers, and students as well.
Surakarta, April 3, 2013
Suseno Apriadi
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
DEDICATION
My beloved parents who always pray for me
My beloved sisters
Andianto who alwas makes me laugh, motivates,
support and encourage to finish this thesis
All my friends who always support me in doing this
thesis
My beloved girlfriend who also helps me to write
Chapter IV
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
TABLE OF CONTENT
TITLE PAGE ………………………………………………………………
i
APPROVAL PAGE BY THE ADVISORS….........………………………
ii
LEGITIMATION PAGE BY THE EXAMINERS………………………..
iii
PRONOUNCEMENT …………………………………………………….
iv
MOTTO ……………………………………………………………………
v
ABSTRACT ………………………………..……………………………...
vi
ACKNOWLEDGMENT ……………………..……………………………
vii
DEDICATION ……………………………………………………………
viii
TABLE OF CONTENT ………………………..…………………………
ix
LIST OF TABLES …………………………………………………………
xii
LIST OF FIGURES ……………………………………………………….
xiii
LIST OF APPENDICES ………………………………………………….
xiv
Chapter I: INTRODUCTION ……………………………………………..
1
A. Background of the study ……………………………………...
1
B. Identification of the Problem ………………………………….
8
C. Problem Limitation …………………………………………...
9
D. Problem Statement…………………………………………….
9
E. Benefit of the Study …………………………………………..
10
Chapter II: REVIEW OF RELATED LITERATURE ……………………..
11
A. Theoretical Description ……………………………………..
11
1. Reading …………………………………………………..
11
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
a. Definition of Reading ………………………………….
11
b. Types of Reading ………….….……………………….
14
c. Micro and Macro Skill of Reading……………………. .
16
d. Principles of Teaching Reading ………………………..
19
e. Models of Reading ……………………………………..
21
2. Method of Teaching
a. CO-OP CO-OP ………………………………………….
22
1) Description Co-op Co-op …………………………..
22
2) Procedures of Co-op Co-op ……………………......
23
3) Advantages of Co-op Co-op ……………………….
31
4) Disadvantages of Co-op Co-op ……………………
33
b. Direct Instruction ……………………………………….
33
1) Description of Direct Instruction ………………….
33
2) Procedure of Direct Instruction……………………
36
3) The Advantages of Direct Instruction …………… .
36
4) The Disadvantages of Direct Instruction …………
37
3. Interest ……………………………………………………
38
a. Definition of Interest …………………………………..
38
b. Factors Affecting Learning Interest ……………………
39
c. Roles of Interest in Learning …………………………..
41
B. Review on Related Studies ………………………………….
42
C. Rationale ……………………………………………………..
45
D. Hypothesis …………………………………………………...
49
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
Chapter III: RESEARCH METHODOLOGY ……………………………..
50
A. Place and Time of Research …………………………………
50
B. Research Method …………………………………………….
51
C. Population, Sample and Sampling……………………….......
52
D. Technique of Collecting the Data ……………………………
53
E. Validity and Reliability of Instrument……………………….
56
F. Technique of Analyzing the Data…………………………….
58
G. Statistical Hypothesis…………………………………………
69
Chapter IV: THE RESULT OF THE STUDY ……………………………..
72
A. The Description of the Data ………………………………...
72
B. Normality and Homogeneity Test…………………………...
81
C. Hypothesis test ………………………………………………
86
D. Discussion of the Result of the Study ………………………
90
Chapter V: CONCLUSION, IMPLICATION AND SUGGESTION ……..
95
A. Conclusion ………………………………………….………
95
B. Implication …………………………………………………
95
C. Suggestion ………………………………………………….
97
References …………………………………………………………………
98
Appendices ………………………………………………………………..
10
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF TABLES
Table 3.1. Time schedule of the research ………………………………
50
Table 3.2 Positive statement …………………………………………..
55
Table 3.3 Negative statement ………………………………………….
55
Table 3.4 Anova ……………………………………………………….
63
Table 3.5 Summary of the analysis …………………………………….
68
Table 4.1 frequency distribution of A1 ………………………………..
73
Table 4.2 frequency distribution of A2 ………………………………..
74
Table 4.3 frequency distribution of B1 ………………………………..
75
Table 4.4 frequency distribution of B2 ………………………………..
76
Table 4.5 frequency distribution of A1B1 …………………………….
77
Table 4.6 frequency distribution of A2B1 …………………………….
78
Table 4.7 frequency distribution of A1B2 …………………………….
79
Table 4.8 Frequency Distribution of A2B2 ……………………………
80
Table 4.9 Normality Test ……………………………………………...
81
Table 4.10 the Result of Homogeneity Test ……………………………
85
Table 4.11 the Homogeneity Test ……………………………………....
86
Table 4.12 Multifactor Analysis of variance ……………………………
87
Table 4.13 Summary of Tuckey Test ……………………………………
88
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
List of Figure
Figure 4.1 ………………………………………………………………
73
Figure 4.2 …………………..…………………………………………..
74
Figure 4.3 …………………..………………………………………….
75
Figure 4.4 …………………...…………………………………………
76
Figure 4.5 ……………………….……………………………………..
77
Figure 4.6 ………………………..……………………………………
78
Figure 4.7 ……………………….…………………………………….
79
Figure 4.8 ………………………….…………………………………..
80
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF APPENDIXES
appendix 1 : lesson plan for experimental class
102
appendix 2 : lesson plan for control class
158
appendix 3 : blue print of questionnaire for students’ interest before try out
221
appendix 4 : instrument of interest questionnaire before try out
222
appendix 5 : the validity of questionnaire
226
appendix 6 : the reliability of questionnaire
238
appendix 7 : blue print of questionnaire for students’ interest after try out
247
appendix 8 : instrument of interest questionnaire after try out
248
appendix 9 : the blue print of reading instrument before try out
252
appendix 10 : instrument of reading test (before try out) and answer key
253
appendix 11 : the validity reading test
273
appendix 12 : the reliability of reading test
278
appendix 13 : the blue print of reading instrument after try out
282
appendix 14 : instrument of reading test and answer key (after try out)
283
appendix 15 : the tabulation of interest and reading scores
299
appendix 16 :descriptions of the data
300
appendix 17 : normality
308
appendix 18 : homogeneity test
316
appendix 19 : hypothesis test
317
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
commit to user
digilib.uns.ac.id
THE INFLUENCE OF CO-OP CO-OP TO TEACH READING SKILL
VIEWED FROM STUDENTS’ INTEREST
(An Experimental Research in the twelfth grade students of SMK Batik 1 Surakarta
in 2012-2013 Academic Year)
Thesis
Presented
As partial fulfillment of the requirements for
the graduate degree of English education
By
SUSENO APRIADI
NIM. S891108110
ENGLISH EDUCATION DEPARTMENT
GRADUATE PROGRAM
SEBELAS MARET UNIVERSITY SURAKARTA
2013
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
PRONOUNCEMENT
Herewith, I testify that there are no plagiarisms in this thesis from the previous
research which have been done by the other researchers. The writer only includes the
opinion from the experts and he includes the source in this research paper. If in the
next day there are plagiarisms found in this research paper, the writer will be fully
responsible for that.
Surakarta, 07 April 2013
Suseno Apriadi
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
Motto
Reading is the way to understand the
world
(Researcher)
“Read! In the Name of your lord Who
has created (all that exists). He has
taught man that which he knew not”
(Al-Alaq: 1 & 5)
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
ABSTRACT
Suseno Apriadi, NIM. S891108110. The Influence of Co-op Co-op to Teach
Reading Skill Viewed From Students’ Interest (An Experimental Research in the
twelfth grade students of SMK Batik 1 Surakarta in 2012-2013 Academic Year). First
Consultant: Prof Dr. Joko Nurkamto, M.Pd; Second Consultant: Dr. Sujoko, M.A.
Thesis. Surakarta. English Education Department Graduate Shool, Sebelas Maret
University of Surakarta. 2013.
The goal of this research is to find out whether: (1) Co-op Co-op is more
influencing than Direct Instruction to teach reading at the twelfth graders of SMK
Batik Surakarta in the Academic Year of 2012/2013; (2) the students who have high
interest have better reading skill than those who have low interest at the twelfth
graders of SMK Batik Surakarta in the Academic Year of 2012/2013; and (3) there is
an interaction between teaching method and interest for teaching reading at the
twelfth graders of SMK Batik Surakarta in the Academic Year of 2012/2013.
The method which is applied in this research is experimental study. It was
conducted at the twelfth graders of SMK Batik Surakarta. The population of the
research is the twelfth graders of SMK Batik Surakarta in the Academic Year of
2012/2013. The samples were two classes. In taking the sample, a cluster random
sampling technique was applied. Each class was divided into two group; the students
who have high and low interest. Then, the techniques which were used to collect the
data were questionnaire of interest and a multiple choice test for reading skill. The
two instruments were tried out to get valid and reliable items. The data were analyzed
by using multifactor analysis of ANOVA 2x2 and tuckey test.
Based on the result of the analysis, there are some research findings that can be
taken: (1) Co-op Co-op is significantly different from Direct Instruction to teach
reading and Co-op Co-op is more influential than Direct Instruction to teach reading.
(2) The reading skill of the students who have high interest is significantly different
from that of those who have low interest and (3) There is an interaction between
teaching method and interest in teaching reading; (a) for the students who have high
interest, Co-op Co-op is more influential than Direct Instruction to teach reading and
(b) for the students who have low interest, Direct Instruction is more influential than
Co-op Co-op to teach reading; and Direct instruction is not influential than Co-op Coop to teach reading.
Based on the findings, it can be concluded that in general Co-op Co-op is more
influencing than Direct Instruction to teach reading. For the students who have high
interest, Co-op Co-op is more influential than Direct Instruction to teach reading but
for the students who have low interest, Direct Instruction is more influential than Coop Co-op to teach reading. In accordance with the above result, The English teacher
is suggested to be able to select the appropriate teaching method to teach reading for
the students who have high or low interest.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
ACKNOWLEDGEMENT
All praises just for Allah SWT, The lord of the universe, the One who sent the
Messenger Muhammad SAW to guide human to the safest religion, Islam. Thanks for
blessing me in finishing my thesis entitled “The Influence of Co-Op Co-Op to Teach
Reading Skill Viewed from Students’ Interest”. I also would like to say thank to
beloved person in the world, Muhammad SAW for his guidance to the human kind
the earth and for bringing them into His light. Furthermore, I would like to express
my thanks and appreciation to the people who have contributed so many things for
me in finishing my thesis.
His deepest gratitude and appreciation are addressed to: (1) The Director of
Graduate Program of the University of Sebelas Maret Surakarta; (2) The Head of
English Educational Department of Graduate Program of the University of Sebelas
Maret Surakarta; (3) Prof. Dr. Joko Nurkamto, M.Pd as first consultant and Dr.
Sujoko, M.A as second consultant, who advised him in reading and correcting this
thesis.
The researcher would like to thank to the Headmaster of SMK Batik 1
Surakarta who allowed him to conduct the research in the twelfth grade students in
2012-2013 academic year, and to the English teachers, who was willing to be a
teacher in control class in conducting this research. He would like to deliver special
thanks to beloved mother and father, and sisters.
Finally, he realizes that this thesis is still far from perfect, so he always needs
constructive criticism and suggestions from the readers in order to make this thesis
improve. Last but not least, he does expect that this thesis can be very useful to other
researchers, teachers, and students as well.
Surakarta, April 3, 2013
Suseno Apriadi
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
DEDICATION
My beloved parents who always pray for me
My beloved sisters
Andianto who alwas makes me laugh, motivates,
support and encourage to finish this thesis
All my friends who always support me in doing this
thesis
My beloved girlfriend who also helps me to write
Chapter IV
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
TABLE OF CONTENT
TITLE PAGE ………………………………………………………………
i
APPROVAL PAGE BY THE ADVISORS….........………………………
ii
LEGITIMATION PAGE BY THE EXAMINERS………………………..
iii
PRONOUNCEMENT …………………………………………………….
iv
MOTTO ……………………………………………………………………
v
ABSTRACT ………………………………..……………………………...
vi
ACKNOWLEDGMENT ……………………..……………………………
vii
DEDICATION ……………………………………………………………
viii
TABLE OF CONTENT ………………………..…………………………
ix
LIST OF TABLES …………………………………………………………
xii
LIST OF FIGURES ……………………………………………………….
xiii
LIST OF APPENDICES ………………………………………………….
xiv
Chapter I: INTRODUCTION ……………………………………………..
1
A. Background of the study ……………………………………...
1
B. Identification of the Problem ………………………………….
8
C. Problem Limitation …………………………………………...
9
D. Problem Statement…………………………………………….
9
E. Benefit of the Study …………………………………………..
10
Chapter II: REVIEW OF RELATED LITERATURE ……………………..
11
A. Theoretical Description ……………………………………..
11
1. Reading …………………………………………………..
11
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
a. Definition of Reading ………………………………….
11
b. Types of Reading ………….….……………………….
14
c. Micro and Macro Skill of Reading……………………. .
16
d. Principles of Teaching Reading ………………………..
19
e. Models of Reading ……………………………………..
21
2. Method of Teaching
a. CO-OP CO-OP ………………………………………….
22
1) Description Co-op Co-op …………………………..
22
2) Procedures of Co-op Co-op ……………………......
23
3) Advantages of Co-op Co-op ……………………….
31
4) Disadvantages of Co-op Co-op ……………………
33
b. Direct Instruction ……………………………………….
33
1) Description of Direct Instruction ………………….
33
2) Procedure of Direct Instruction……………………
36
3) The Advantages of Direct Instruction …………… .
36
4) The Disadvantages of Direct Instruction …………
37
3. Interest ……………………………………………………
38
a. Definition of Interest …………………………………..
38
b. Factors Affecting Learning Interest ……………………
39
c. Roles of Interest in Learning …………………………..
41
B. Review on Related Studies ………………………………….
42
C. Rationale ……………………………………………………..
45
D. Hypothesis …………………………………………………...
49
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
Chapter III: RESEARCH METHODOLOGY ……………………………..
50
A. Place and Time of Research …………………………………
50
B. Research Method …………………………………………….
51
C. Population, Sample and Sampling……………………….......
52
D. Technique of Collecting the Data ……………………………
53
E. Validity and Reliability of Instrument……………………….
56
F. Technique of Analyzing the Data…………………………….
58
G. Statistical Hypothesis…………………………………………
69
Chapter IV: THE RESULT OF THE STUDY ……………………………..
72
A. The Description of the Data ………………………………...
72
B. Normality and Homogeneity Test…………………………...
81
C. Hypothesis test ………………………………………………
86
D. Discussion of the Result of the Study ………………………
90
Chapter V: CONCLUSION, IMPLICATION AND SUGGESTION ……..
95
A. Conclusion ………………………………………….………
95
B. Implication …………………………………………………
95
C. Suggestion ………………………………………………….
97
References …………………………………………………………………
98
Appendices ………………………………………………………………..
10
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF TABLES
Table 3.1. Time schedule of the research ………………………………
50
Table 3.2 Positive statement …………………………………………..
55
Table 3.3 Negative statement ………………………………………….
55
Table 3.4 Anova ……………………………………………………….
63
Table 3.5 Summary of the analysis …………………………………….
68
Table 4.1 frequency distribution of A1 ………………………………..
73
Table 4.2 frequency distribution of A2 ………………………………..
74
Table 4.3 frequency distribution of B1 ………………………………..
75
Table 4.4 frequency distribution of B2 ………………………………..
76
Table 4.5 frequency distribution of A1B1 …………………………….
77
Table 4.6 frequency distribution of A2B1 …………………………….
78
Table 4.7 frequency distribution of A1B2 …………………………….
79
Table 4.8 Frequency Distribution of A2B2 ……………………………
80
Table 4.9 Normality Test ……………………………………………...
81
Table 4.10 the Result of Homogeneity Test ……………………………
85
Table 4.11 the Homogeneity Test ……………………………………....
86
Table 4.12 Multifactor Analysis of variance ……………………………
87
Table 4.13 Summary of Tuckey Test ……………………………………
88
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
List of Figure
Figure 4.1 ………………………………………………………………
73
Figure 4.2 …………………..…………………………………………..
74
Figure 4.3 …………………..………………………………………….
75
Figure 4.4 …………………...…………………………………………
76
Figure 4.5 ……………………….……………………………………..
77
Figure 4.6 ………………………..……………………………………
78
Figure 4.7 ……………………….…………………………………….
79
Figure 4.8 ………………………….…………………………………..
80
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF APPENDIXES
appendix 1 : lesson plan for experimental class
102
appendix 2 : lesson plan for control class
158
appendix 3 : blue print of questionnaire for students’ interest before try out
221
appendix 4 : instrument of interest questionnaire before try out
222
appendix 5 : the validity of questionnaire
226
appendix 6 : the reliability of questionnaire
238
appendix 7 : blue print of questionnaire for students’ interest after try out
247
appendix 8 : instrument of interest questionnaire after try out
248
appendix 9 : the blue print of reading instrument before try out
252
appendix 10 : instrument of reading test (before try out) and answer key
253
appendix 11 : the validity reading test
273
appendix 12 : the reliability of reading test
278
appendix 13 : the blue print of reading instrument after try out
282
appendix 14 : instrument of reading test and answer key (after try out)
283
appendix 15 : the tabulation of interest and reading scores
299
appendix 16 :descriptions of the data
300
appendix 17 : normality
308
appendix 18 : homogeneity test
316
appendix 19 : hypothesis test
317
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
commit to user