IMPROVING STUDENTS ACHIEVEMNT IN READING EXPOSITION TEXT THROUGH LIST-GROUP-LABEL STRATEGY.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING

EXPOSITION TEXT THROUGH LIST- GROUP- LABEL

STRATEGY

A THESIS

Submitted to Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

BY:

WILDAH HAYATI NASUTION

Register Number: 209421050

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2013

ACKNOWLEDGEMENT Bismillahirrahmanirrahim

Alhamdulillahi rabbil ‘alamin, the researcher expresses her highest

gratitude to Allah

Subhanahu wa ta’ala for blessing, love, opportunity, health, and mercy to complete this thesis.

Shalawat is also sent to Prophet Muhammad shallallahu‘alaihi wasallam who had delivered the truth to human beings in general and Muslim in particular.

In arranging this thesis, a lot of people have provided motivation, advice, support, and even remark that had helped the researcher. In this valuable chance, the researcher aims to express her gratitude and appreciation to all of them.

 Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., Dean of Faculty of Languages and Arts for her administrative assistance toward the prerequisites of the thesis submission.

 Prof. Dr. Hj. Sumarsih, M.Pd., Head of English Department and also as her thesis consultant, for his advice, guidance, comments, suggestions, and precious time he spent on supervising the writing of this thesis.

 Dra. Masitowarni, M.Ed., Head of English Education Department, thank you for the wise and assistance in managing all the administrative process requirements

 Dr. Zainudddin, DIP.TEFL.M.Hum her Academic Consultan for advice and suggestion to do this this thesis.

 The headmaster of Man Panyabungan Irpansyah, S.Pd.MA and the English teacher Juraidah S.Pd for all their permission and support to do this thesis. Also all the students of class XI MAN Panyabungan, for their good attention and their best in doing the test.

 Alm. M Thamrin and Siti Hasanah as her beloved parents from the deepest give appreciate for the endless love, pray, and support.

 Her beloved brothers , Ikhwan Yasir, Rahmat Lokot, Enda Paris, Gontar Pardamean, Ahmad Rosyadi and Ahmad Paisal for being such good brothers and always prayed and supported her.

 Her beloved friends, Arini Amanja Lubis, Yoeanita, Syamsiah Br Marpaung, Sriwahyuni Hasibuan, Nurmaulida Rahmi, Budi Yanto, Muhammad Ripa’i Matondang, Faisal Hakim Lubis. And to all her friends in Reguler A and also her friends in English Department who cannot be mentioned here one by one.

For the readers , just to relized that this thesis is far from perfect, therefore for the suggestion, comment, critics and adviser . thank you so much.

Medan, Desember 2013 The writer

Wildah Hayati Nasution Nim. 209421050

ABSTRACT

Nasution, Wildah Hayati. Improving Students’ Achievemnt in Reading

Exposition Text Through List-Group-Label strategy. A thesis English Department. Faculty of languange and Art. State University of Medan 2013

This study attempted to improve students’ reading exposition text through List -Group-Label Strategy. This study was conducted by using classroom action research. The subject of this reserach was second grade MAN Panyabungan whisch consisted of 40 student. The research was conducted in two cycles, each cycle consisted of three meetings. The instrument for collecting data used reading comprehension test to found the quantitative data and the instrument for qualitative data used observation sheet, interview sheet and questionaire sheet.

Based on the data analysis in students’ score kept improving in each test, the

mean of students’ score from orientation test was 49,5, in cycle I was 66,5 and

then in cycle II was 82,5. Based on qualitative data , it was found that teaching learning process ran well. Students were active, enthiustic, and interest in reading exposition text. so far in relation to the data anlysis, it is improved that

List-group-Label strategy give the improvement to the students’ achievement in reading

exposition text.

Keyword: Exposition text, List-Group-Label Strategy, Classrooom Action Research

TABLE OF CONTENTS

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF FIGURE ... vii

LIST OF APPENDICES ... viii

CHAPTER I: INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 3

C. The Objective of the Study ... 3

D. The Scope of the Study ... 3

E. The Significance of the Study ... 3

CHAPTER II: REVIEW OF RELATED LITERATURE ... 5

A.Theoretical Framework ... 5

1. Reading ... 5

2. Student Achievement in Reading ... 5

3. Reading Comprehension ... 7

4. The Purpose of Reading ... 10

5. Factors Affecting Comprehension ... 10

6. The Level of Comprehension ... 11

7. Text ... 13

8. Genre ... 13

9. The Exposition Text ... 15

10.Strategy ... 19

a. Kinds of Stategy ... 19

b. List Group Label ... 20

c. The Purpose of List-Group-Label... 23

d. The Advantages of List-Group- Label ... 23

11.Reading Assessment ... 24

B. Conceptual Framework ... 27

CHAPTER III: RESEARCH METHOD ... 29

A.The Research Design ... 29

B. The Teaching Learning Procedure... 31

1. Cycle I... 31

2. Cycle II... 35

C.The Time and Subject of Research ... 39

D.The Instrument for Data Collection ... 39

E. The Technique of Data Analysis ...40

CHAPTER IV DATA AND DATA ANALISYS ...42

A. The Data ...42

B. Data Analysis... 42

2. The Qualitative Data ... 47

C. The Research Findings and Disscussion ... 48

CHAPTER V CONCLUSION AND SUGGESTION ...49

A. Conclusion... 49

B. Suggestion ... 49

REFERENCES ... 51

LIST OF TABLE

Table 2.1 Activities In Cycle List-Group-Label ... 24

Table 3.1 Activities In Cycle I ... 33

Table 3.2 Activities in Cycle II ... 37

Table 4.1 The Result Of Students’ Score ... 43

Table 4.2 The Comparison Of The Students’ Score ... 45

Table 4.3 The Percentage Of The Students’ Achievement ... 46

LIST OF FIGURE

LIST OF APPENDICES

APPENDIX A Lesson Plan ... 54

APPENDIX B Observation Sheet ... 71

APPENDIX C Interview with Teacher ... 72

APPENDIX D Interview with Students ... 74

APPENDIX E Questionnaire Sheet ... 77

APPENDIX F Reading Test ... 79

CHAPTER I

INTRODUCTION

A. Background of the Study

Reading is the one important skill in learning language besides listening, speaking, and writing. The fundamental goal for reading activity knows enough science to concept and to know the language to students this is a bridge to understanding they have to read. As the lack knowledge of English they often encounter difficulties when reading compulsory books written in that language. In order to gain what the people need to know from written language, they have read several reading source such as magazine, novel, short story, religious book, etc.

Reading is an essential skill for all students at all level, by reading, the student are required to be able to read and understand the content of the text well. Grabe and Stroller (2002; 9) state that reading is ability to draw meaning from the printed page and interpret the information appropriately.

Reading is not as easy as people think. Reading is a complex process, so that people faced some difficulties when they want to get information through reading. Similarly, the students also find some difficulties while reading a text. For instance are, the student get some difficult in drawing the meaning, and they contain of the text. They could not grasp the ideas and answer the question based on the text. It means that they cannot comprehend the text.

Reading comprehension is a process of constructing meaning from the text. The reader is expected to be able to recreate the meaning intended by the writer and interpret the information well.

Based on my experience during conducting teaching practice (PPL) most of the students have any problems to comprehend the text. Based on syllabus and textbooks used by students at Senior High School Level that students are required to be able to master the material related to exposition text. but in a fact the students find it very difficult to understand the exposition text. It happened because the student has lack in prior knowledge or experience with the vocabulary or content being explained, unfamiliar with the topic, lack of experience reading.Those factors effected student achievement. It made student had low achievement in reading exposition text. Besides that, the students felt that the teaching learning process in reading a text was monotonous and uninterested. The student were just asked to read the text, translated it into Indonesian, discussed the content, and finally they were asked to answer the question based on the text. This situation makes them lazy to study English.

So, One of the solution that researcher recommended that can be used to solve the problem in reading exposition text is by using List-Group-Label strategy. List-Group-Label Startegy is a pre- reading startegy that a grouping and labelling activity prior to reading helps students predict and clarify the meanings of words and the upcoming text. Besides the strategy encourages students to improve their vocabulary and categorization skills and learn to organize concepts. Categorizing listed words, through grouping and labeling, helps students organize new concepts in relation to previously learned concepts. By using this strategy the researcher will help the students get the many words and enjoy while they are studying in a text and also will motivate and encourage the student in learning.

Based on the background of the study, the problem of this study is formulated as the following “is the student achievement in reading exposition text improved if they are taught by applying List-Group-Label Strategy?”

C. The Objective of the Study

The objective of study is to investigate whether the application of List-Group-Label strategy significantly improve the student achievement in reading exposition text.

D. The Scope of the Study

The scope of this study is to improve the student achievement in reading expository text through List-Group-Label strategy.

E. The Significance of the Study

The study is conducted in order to know about List-Group-Label and the findings are expected to have both theoretical and practiced importance to the English teacher and student. 1. Theoretically, this study is to enrich the theories for teaching reading, especially for Senior

High School level.

2. Practically, this study are expected to:

a. Help the student to increase their achievement in comprehending when they are reading a text and allow them to involve actively in the learning process.

b. Make students more active in managing their lesson in their teaching learning process. c. Provide the English teachers to plan and conduct a better and interesting strategy in

learning process.

d. Make the teacher knows and understands the characteristics of his students, so he can handle during teaching learning process well.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the analysis of the data it can be concluded as follow :

The ability of the student second grade in MAN Panyabungan in reading exposition text was improved. It is showed by the mean students score of reading

test in orientation test 49,5 students’ score in cycle I 66,5 and students’ score in

cycle II 82,5.

The students’ score continously improved in each reading test and they

could answer the question well. Besides the student were more active, interested and enthusiatic in reading exposition text. List-Group-Label Strategy also helped the students to understand the content of the text, by exploring their prior knowledge and making a list of word or sentences based on the topic. List-Group-Label also made studnts more confident to express their ideas through group discussion , to speak up in the class and they also got more new vocabularies.

Therefore, List-Group-Label strategy significally can improve the students’ achievement in reading exposition text.

B. Suggestion

It is suggested that List-Group-Label strategy could improve the students’ achievement in reading comprehension.

1. The English teacher are suggested to use List-Group_label Strategy to make teaching learning process becomes enjoyable and the students become more

2. active because this strategy is designed to ease the students understanding the topic given since the students have a prior knowledge while they read.

3. It is important to English teacher to use an appropriate strategy in teaching reading such as List-Group-Label strategy to more improve students’ achievement in reading English.

4. List-Group-Label strategy not only can use to reading skill but also for writing skill.

5. For the writers, List-Group-Label strategy as reference to further or other classroom action research in different situation.

6. Other researchers who are interesting in this strategy can apply this strategy in improving

REFERENCES

Alexander, J. Estille. 1988. Teaching Reading (3 rd ed). Emiriti: University of Tennesse

Allen, Jannet .2004. Tools for teaching content Literary. Portland, ME: Stenhouse

Brown,H. Doughlas.2004. Language Assessment, Principle and Classroom practice. New York:

Pearson Education.

Brown, D (2000) Principle of language learning and teaching (fourth edition) EnglaWood Cliff,

New Jesrey: prentice-hall.inc.

Caldwell,J.S.2008. Reading Assesment: A Primer for Teacher and Coaches (second ed), New

York: The Guildforld Press

Gerot, L & Wignell, P. 1994, Making Sense of Functional Grammar. Australia, Gerd Stabler : Antipodeon Educatinal Enterprises.

Grabe, W and Stoller. 2002. Teaching and Researching Reading. Harlow: Longman

Harmer, Jeremy.2004. The Practice of English Language Teaching Third Edition. England:

Pearson Education.

Hitchcock, Richard B ,January 1985 "Open to Suggestion," Journal of Reading, Vol. 28, No. 4 Heilman, A.W.et al. 1981. Principle and practice Reading 5th Edition. Washington: A Bell &

Howell Company.

Kemmis, S and Mc Taggart. 1995. The Simple Action Research Model. Rory O’Brien. University

of Toronto.

Kustaryo, Sukirah. 1988. Reading Teaching Technique for College Student. Jakarta: Depdikbud

Misrianto. 2009. English for you.

http://misriyantosma6.wordpress.com/2009/09/27/exposition-text/ (accessed on 5 May 2013)

Mohamad Jafre Zainol Abidin. 2012. Collaborative Strategic Reading (CSR) within Cognitive

and Metacognitive. International Journal of Humanities and Social ScienceStrategies

perspectives: Vol. 2 No.3:192

Mokoroli, Josep. 2011. Effective Vocabulary Teaching Strategies For The English For Academic

Purposes Esl Classroom: 20-22

Nunan, David.1999. Second language Teaching and Learning.Boston: Heinle and Heinle

Nurul, Ratna. 2011. Hortatory Exposition.

http://ratnanurulslh2011.blogspot.com/2011/12/normal-0-false-false-false-in-x-none-x.html (accessed on 5 May 2013)

Nuryani, Nuri. 2010. Analytical exposition

http://nurinuryani2010.wordpress.com/functional-texts/kumpulantugas/analytical-exposition/ (accessed on 5 May 2013)

Ronald Carter and Michael McCarthy, Cambridge Grammar of English. Cambridge Univ. Press,

2006

Schoenbach, Ruth et al. (1999) Reading for Understanding: A Guide to improving Reading in

Middle and High School Classroom. San Francisco: Jossey-Bass. P 74

Smith. J.R & D.D. Johnson. 1980. Teaching Children to Read. Madison: Addion Wesley

Publishing.

Taba, H. (1967).Teacher's handbook for elementary social studies. Reading, MA: Addison-Wesley.

Wallace, M. J. 1998. Action Research for Language Teacher, Cambridge: Cambridge University

Press.

Yesim Ozek .2006. A Study on the Use of Cognitive Reading Strategies by ELT Students: The

Based on the background of the study, the problem of this study is formulated as the following “is the student achievement in reading exposition text improved if they are taught by applying List-Group-Label Strategy?”

C. The Objective of the Study

The objective of study is to investigate whether the application of List-Group-Label strategy significantly improve the student achievement in reading exposition text.

D. The Scope of the Study

The scope of this study is to improve the student achievement in reading expository text through List-Group-Label strategy.

E. The Significance of the Study

The study is conducted in order to know about List-Group-Label and the findings are expected to have both theoretical and practiced importance to the English teacher and student. 1. Theoretically, this study is to enrich the theories for teaching reading, especially for Senior

High School level.

2. Practically, this study are expected to:

a. Help the student to increase their achievement in comprehending when they are reading a text and allow them to involve actively in the learning process.

b. Make students more active in managing their lesson in their teaching learning process. c. Provide the English teachers to plan and conduct a better and interesting strategy in

learning process.

d. Make the teacher knows and understands the characteristics of his students, so he can handle during teaching learning process well.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the analysis of the data it can be concluded as follow :

The ability of the student second grade in MAN Panyabungan in reading exposition text was improved. It is showed by the mean students score of reading test in orientation test 49,5 students’ score in cycle I 66,5 and students’ score in cycle II 82,5.

The students’ score continously improved in each reading test and they could answer the question well. Besides the student were more active, interested and enthusiatic in reading exposition text. List-Group-Label Strategy also helped the students to understand the content of the text, by exploring their prior knowledge and making a list of word or sentences based on the topic. List-Group-Label also made studnts more confident to express their ideas through group discussion , to speak up in the class and they also got more new vocabularies.

Therefore, List-Group-Label strategy significally can improve the students’ achievement in reading exposition text.

B. Suggestion

It is suggested that List-Group-Label strategy could improve the students’ achievement in reading comprehension.

1. The English teacher are suggested to use List-Group_label Strategy to make

2. active because this strategy is designed to ease the students understanding the topic given since the students have a prior knowledge while they read.

3. It is important to English teacher to use an appropriate strategy in teaching reading such as List-Group-Label strategy to more improve students’ achievement in reading English.

4. List-Group-Label strategy not only can use to reading skill but also for writing skill.

5. For the writers, List-Group-Label strategy as reference to further or other classroom action research in different situation.

6. Other researchers who are interesting in this strategy can apply this strategy in improving students’ reading or another skill..

REFERENCES

Alexander, J. Estille. 1988. Teaching Reading (3 rd ed). Emiriti: University of Tennesse Allen, Jannet .2004. Tools for teaching content Literary. Portland, ME: Stenhouse

Brown,H. Doughlas.2004. Language Assessment, Principle and Classroom practice. New York: Pearson Education.

Brown, D (2000) Principle of language learning and teaching (fourth edition) EnglaWood Cliff, New Jesrey: prentice-hall.inc.

Caldwell,J.S.2008. Reading Assesment: A Primer for Teacher and Coaches (second ed), New York: The Guildforld Press

Gerot, L & Wignell, P. 1994, Making Sense of Functional Grammar. Australia, Gerd Stabler : Antipodeon Educatinal Enterprises.

Grabe, W and Stoller. 2002. Teaching and Researching Reading. Harlow: Longman

Harmer, Jeremy.2004. The Practice of English Language Teaching Third Edition. England: Pearson Education.

Hitchcock, Richard B ,January 1985 "Open to Suggestion," Journal of Reading, Vol. 28, No. 4 Heilman, A.W.et al. 1981. Principle and practice Reading 5th Edition. Washington: A Bell &

Howell Company.

Kemmis, S and Mc Taggart. 1995. The Simple Action Research Model. Rory O’Brien. University of Toronto.

Kustaryo, Sukirah. 1988. Reading Teaching Technique for College Student. Jakarta: Depdikbud Laurier, J.M. et al. 1981. Four World of writing. New York: Harper & Row

Misrianto. 2009. English for you. http://misriyantosma6.wordpress.com/2009/09/27/exposition-text/ (accessed on 5 May 2013)

Mohamad Jafre Zainol Abidin. 2012. Collaborative Strategic Reading (CSR) within Cognitive

and Metacognitive. International Journal of Humanities and Social ScienceStrategies

perspectives: Vol. 2 No.3:192

Mokoroli, Josep. 2011. Effective Vocabulary Teaching Strategies For The English For Academic Purposes Esl Classroom: 20-22

Nunan, David.1999. Second language Teaching and Learning.Boston: Heinle and Heinle Nurul, Ratna. 2011. Hortatory Exposition.

http://ratnanurulslh2011.blogspot.com/2011/12/normal-0-false-false-false-in-x-none-x.html

(accessed on 5 May 2013)

Nuryani, Nuri. 2010. Analytical exposition http://nurinuryani2010.wordpress.com/functional-texts/kumpulantugas/analytical-exposition/ (accessed on 5 May 2013)

Ronald Carter and Michael McCarthy, Cambridge Grammar of English. Cambridge Univ. Press, 2006

Schoenbach, Ruth et al. (1999) Reading for Understanding: A Guide to improving Reading in

Middle and High School Classroom. San Francisco: Jossey-Bass. P 74

Smith. J.R & D.D. Johnson. 1980. Teaching Children to Read. Madison: Addion Wesley Publishing.

Taba, H. (1967).Teacher's handbook for elementary social studies. Reading, MA: Addison-Wesley.

Wallace, M. J. 1998. Action Research for Language Teacher, Cambridge: Cambridge University Press.

Yesim Ozek .2006. A Study on the Use of Cognitive Reading Strategies by ELT Students: The Asian EFL Journal: 1-2