THE EFFECT OF USING QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY ON STUDENTS COMPREHENSION IN READING NARRATIVE TEXT.
THE EFFECT OF USING QUESTION ANSWER RELATIONSHIP
(QAR) STRATEGY ON STUDENTS’ COMPREHENSION
IN READING NARRATIVE TEXT
A THESIS
Submitted to English and literature Department, Faculty of Language and Art
State University of Medan in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
RAPICHA HARIS
Registration Number: 2103321034
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUANGE AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First and foremost, the writer would praise and thank God, Allah SWT, the
Almighty and Most Beneficial for His Grace, Guidance, Praise, Honor and Mercy
that has been given to writer so that she finally accomplishes her thesis entitled
“The Effect of Using Question Answer Relationship strategy on Students’
Comprehension in Reading Narrative Text”
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan. During the completing of this thesis, the
writer realized that she had received a lot of help, and suggestion. Therefore, the
writer would like to express her sincerest gratitude for:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, Rika, S.Pd., M.Hum., the Secretary of English
Department, Dra. Masitowarni Siregar, M.Ed., the Head of English
Education Program.
4. Drs. Bachtiar, M.Pd., her Thesis Consultant, Dra. Masitowarni Siregar,
M.Pd her Academic Consultant.
5. Nila Hevy Zulianty, SP., the Headmaster and English Teacher of SMA
Abdi Negara Binjai.
ii
6.
(Alm) M. Haris and Sri Susanty Lubis, her beloved parents, for their
pray, love, support, and everything they have given to the writer not
only in completing this thesis but also in her life.
7. M. Hendra Haris, her brother, and Rizki Amanda Haris, her younger
sister, thanks for motivation, pray, support and to all my big family.
And special thanks to Arif Hamidi Hasibuan. S.Si., Nur Afifah Daulay.
ST., Zakiyah Khairani Hasibuan. S.Pd., Ilyas Lubis, Nur Lela, Rizky
Soleha Lubis and Mardiyah Syahfitri Hasibuan thanks for their
support.
8. Her best friends, the students of English Departement Tri Novandhy
Silaen, Yohana Debora Siburian, Windha Agnesty Sinaga, Dahlia
Melati Siburian, Saddam Sanwari Nasution. Her beloved friends Putri
Nurul Rahmadani Siregar and Mardia Pitaloka for their financial
support, love and motivation.
9. All the students of Extensions class A, B and C’10 that could be
mention one by one, thanks for their support, information, and
encouragement.
The writer hopes this thesis will be useful for those who read it, especially
for the student of English Department.
Medan,
September 2014
The Researcher,
Rapicha Haris
2103321034
iii
LIST OF TABLES
Table 2.1 The Generic Structure of Narative Text ( Sanggam and Kisno ) .....
Table 2.2 The Generic Structure of Narative Text ( Example ).......................
Table 3.1 Research Design .............................................................................
Table 3.2 Teaching Procedure ........................................................................
Table 3.3 Spesification of the Test .................................................................
14
15
33
35
38
LIST OF APPENDICES
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
APPENDIX E
APPENDIX F
APPENDIX G
APPENDIX H
................................................................................................ 48
................................................................................................ 50
................................................................................................ 51
................................................................................................ 52
................................................................................................ 55
................................................................................................. 64
................................................................................................ 73
................................................................................................ 81
iv
CHAPTER I
INTRODUCTION
A. Background of the Study
In learning English, there are four major skill which should be achieved by
learners, namely listening, speaking, writing and reading. One of these four skills
which is very important skill to be taught to the students is reading, because
through reading they can get information from the text that can increase their
knowledge.
Reading is one of the important languages skills in academic field beside
listening, speaking, and writing. As Grabe and Stoller ( 2002: 9) state the reading
is ability to draw meaning from the printed page and interpret this information
appropriately. Reading is needed to get information or main idea from what the
reader uses knowledge, skills, and strategies to determine what the text meaning
is. So, reading is the important way in getting much information from the text.
Students do not only read the text, but also understand the information from
the reading text. In reading, the students are expected to be knowledgeable and
familiar with what the teacher has explained in the context, whereas in
comprehension the students are expected to have more skills rather than to explain
individual text or passage after comprehending them. The purpose of reading
comprehension is to get some skill in understanding the text. Reading
comprehension involves the students’ ability to find some information in reading
text of English.
1
2
Teaching reading at school is aimed at improve students’ reading ability to
comprehend reading text. The aim of teaching reading is to develop the students’
reading skill so the students can read English text efficiently and effectively. Most
of students feel that reading is very difficult work because they do not understand
correctly how to comprehend a reading material. Comprehension is one of
important elements to understand a reading text. It requires a finely tuned estimate
of the parameters of the topic that the author had in main as well as an
interpretation of the author intended expression about the topic.
Based on the writer’s observation in SMA Swasta Abdi Negara Binjai, she
observed that the process of comprehending a reading text was still a serious
problem for the students. Many students were difficult to comprehend reading text
after they had read. It was caused that they do not have many vocabularies so they
feel difficult to understand the text, to read and to recognize the new words. They
only read the text word by word without comprehend. They could not grasp the
main idea and answer the questions correctly, because the teacher just asks them
to read, and then to translate the English text to Indonesian and then answer the
questions individually about the text without use appropiate method, technique or
strategy in teaching reading. This condition make them do not interest and get
bored in comprehending the reading text.
In addition, based on observation in that school, the writer found that the
students got low score in english. Many students did not have the passing grade.
Therefore, to overcome problems above, the teacher should consider the most
effective and creative teaching strategy to improve the students’ comprehension in
3
reading the text. It is realized that it needs a strategy which can motivate the
students to read.
The Question Answer Relationship (QAR) is the strategy in which is
applied to improve students’ comprehension in reading narrative text. By applying
this strategy the students will be interested in reading, easy to be learnt and easy to
be understand or comprehend the reading text.
As Ambree (2008) says in http://voices.yahoo.com/qar-spesific-readingstrategy-the-2310930.html?cat=4 Question Answer Relationship (QAR) strategy
is a strategy that relates questions with the text, using the reader’s background
knowledge or direct context clues and information included in the text being read.
The cause which is difficult to comprehend reading text for students because the
teacher never employing the student’s background knowledge correctly. So that
she knows whether there is significant effect of using QAR strategy on students’
comprehension in reading narrative text.
B. The Problem of the Study
Based on the background of the study, the problem of the study
is
formulated as the follows : ‘’is there any significant effect of Question Answer
Relationship ( QAR ) strategy on students’ comprehension in Reading narrative
text?’’
4
C. The Objective of the Study
Based on the formulation of the problem, the objective of the study is to
find out whether the Question Answer Relationship srategy significantly affect the
students’ comprehension in reading narrative text.
D. The Scope of the Study
There are four levels of reading comprehension; they are literal,
interpretatative, critical,and creative comprehension. In this study, the levels of
reading comprehension are limited and focused on literal and interpretative
comprehension. This research focuses on indentifying the effect of Question
Answer Relationship (QAR) strategy on students’ comprehension in reading
narrative text.
E. The Significance of The Study
The findings of the study are expected to give some useful information for:
1. Teachers that the result of the study is important for those who are
involved in teaching and learning process, espicially for teachers, teachers
can use this strategy as a means to improve students’ reading
comprehension.
2. The others researchers that the result of the study will be very useful for
those who are interested in doing a research related to the study.
3. The students they can improve their ability in reading comprehension and
have good reading after they learn QAR strategy.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the research findings, the researcher concludes that there is a
significant effect teaching by using Question Answer Relationship strategy on
students’ comprehension in reading taught by using Question Answer
Relationship Strategy is higher than
without using Question Answer
Relationship Strategy (Ha) is accepted and null hypothesis (Ho) is rejected.
This is supported by data analysis result in which the t-observe (5.35) is higher
than t-table (2.00) at the significant level 0f 0.05.
B. Suggestions
Related to the conclusion given, the writer suggests that :
1. English teachers should apply Question Answer Relationship strategy in
their teaching learning process so that they can improve their students’
reading comprehension
because this strategy is design to relate the
students’ background knowledge with reading text.
2. Students should apply this learning strategy in comprehension a text
because it can stimulate students’ critical thingking when the students
relate their background knowledge with reading text.
45
46
3. It is also suggested that the teacher should stimulate and motivate the
students to make the activity of reading as a pleasure while applying
Question Answer Relationship strategy
47
REFERENCES
Adler, C.R. 2001. http://www.readingrockets.org/article/3479/. Accessed
in 10th March
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik
( Edisi Revisi VI). Jakarta : Rineka Cipta
Burns, Paul C.et. al. 1984. Teaching Reading in Today’s Elementary
Schools. Washington: Houghton Mifflin Company Boston
Brown, H. Douglas.2004. Language Assesment:Principles and Classroom
Practice. New York : Pearson Education.
Cornner, Jennifer.2006.http://www.indiana.edu/isit/QAR/thml.Accessed in 3th
March 2014
Grabe, W. and F.L. Stoller.2002. Teaching and Researching Reading.
Harlow: Pearson Education Limited
Gerot, L and Weignel P.1994. Making Sense of Functional Grammar.Sidney:
Gerd Stabler
Gage, N. L&Berliner, David C.1984. Educational Psychology.3rd. Boston:
Houghton Mifflin Company
Heaton, J.B. Writing English Language Test. Harlow. Longman GroupLimited
Nunan, D.2003. Practical English Language Teaching. New York: McGraw Hill.
Pardiyono,M.Pd.2007. Teaching Genre – Based Writing: Yogyakarta
Perencevich, Kathleen, 2007. From Principles of Learning to Strategies For
Intruction : Questioning. Springer.
Raphael, T. 2006. http://www.readingquest.org/strat/QAR.html. Accessed in
March 2014
2th
Raphael.1986. http://www.justreadnow.com/strategies/qar.html. accessed in 12th
March
(QAR) STRATEGY ON STUDENTS’ COMPREHENSION
IN READING NARRATIVE TEXT
A THESIS
Submitted to English and literature Department, Faculty of Language and Art
State University of Medan in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
RAPICHA HARIS
Registration Number: 2103321034
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUANGE AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First and foremost, the writer would praise and thank God, Allah SWT, the
Almighty and Most Beneficial for His Grace, Guidance, Praise, Honor and Mercy
that has been given to writer so that she finally accomplishes her thesis entitled
“The Effect of Using Question Answer Relationship strategy on Students’
Comprehension in Reading Narrative Text”
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan. During the completing of this thesis, the
writer realized that she had received a lot of help, and suggestion. Therefore, the
writer would like to express her sincerest gratitude for:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, Rika, S.Pd., M.Hum., the Secretary of English
Department, Dra. Masitowarni Siregar, M.Ed., the Head of English
Education Program.
4. Drs. Bachtiar, M.Pd., her Thesis Consultant, Dra. Masitowarni Siregar,
M.Pd her Academic Consultant.
5. Nila Hevy Zulianty, SP., the Headmaster and English Teacher of SMA
Abdi Negara Binjai.
ii
6.
(Alm) M. Haris and Sri Susanty Lubis, her beloved parents, for their
pray, love, support, and everything they have given to the writer not
only in completing this thesis but also in her life.
7. M. Hendra Haris, her brother, and Rizki Amanda Haris, her younger
sister, thanks for motivation, pray, support and to all my big family.
And special thanks to Arif Hamidi Hasibuan. S.Si., Nur Afifah Daulay.
ST., Zakiyah Khairani Hasibuan. S.Pd., Ilyas Lubis, Nur Lela, Rizky
Soleha Lubis and Mardiyah Syahfitri Hasibuan thanks for their
support.
8. Her best friends, the students of English Departement Tri Novandhy
Silaen, Yohana Debora Siburian, Windha Agnesty Sinaga, Dahlia
Melati Siburian, Saddam Sanwari Nasution. Her beloved friends Putri
Nurul Rahmadani Siregar and Mardia Pitaloka for their financial
support, love and motivation.
9. All the students of Extensions class A, B and C’10 that could be
mention one by one, thanks for their support, information, and
encouragement.
The writer hopes this thesis will be useful for those who read it, especially
for the student of English Department.
Medan,
September 2014
The Researcher,
Rapicha Haris
2103321034
iii
LIST OF TABLES
Table 2.1 The Generic Structure of Narative Text ( Sanggam and Kisno ) .....
Table 2.2 The Generic Structure of Narative Text ( Example ).......................
Table 3.1 Research Design .............................................................................
Table 3.2 Teaching Procedure ........................................................................
Table 3.3 Spesification of the Test .................................................................
14
15
33
35
38
LIST OF APPENDICES
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
APPENDIX E
APPENDIX F
APPENDIX G
APPENDIX H
................................................................................................ 48
................................................................................................ 50
................................................................................................ 51
................................................................................................ 52
................................................................................................ 55
................................................................................................. 64
................................................................................................ 73
................................................................................................ 81
iv
CHAPTER I
INTRODUCTION
A. Background of the Study
In learning English, there are four major skill which should be achieved by
learners, namely listening, speaking, writing and reading. One of these four skills
which is very important skill to be taught to the students is reading, because
through reading they can get information from the text that can increase their
knowledge.
Reading is one of the important languages skills in academic field beside
listening, speaking, and writing. As Grabe and Stoller ( 2002: 9) state the reading
is ability to draw meaning from the printed page and interpret this information
appropriately. Reading is needed to get information or main idea from what the
reader uses knowledge, skills, and strategies to determine what the text meaning
is. So, reading is the important way in getting much information from the text.
Students do not only read the text, but also understand the information from
the reading text. In reading, the students are expected to be knowledgeable and
familiar with what the teacher has explained in the context, whereas in
comprehension the students are expected to have more skills rather than to explain
individual text or passage after comprehending them. The purpose of reading
comprehension is to get some skill in understanding the text. Reading
comprehension involves the students’ ability to find some information in reading
text of English.
1
2
Teaching reading at school is aimed at improve students’ reading ability to
comprehend reading text. The aim of teaching reading is to develop the students’
reading skill so the students can read English text efficiently and effectively. Most
of students feel that reading is very difficult work because they do not understand
correctly how to comprehend a reading material. Comprehension is one of
important elements to understand a reading text. It requires a finely tuned estimate
of the parameters of the topic that the author had in main as well as an
interpretation of the author intended expression about the topic.
Based on the writer’s observation in SMA Swasta Abdi Negara Binjai, she
observed that the process of comprehending a reading text was still a serious
problem for the students. Many students were difficult to comprehend reading text
after they had read. It was caused that they do not have many vocabularies so they
feel difficult to understand the text, to read and to recognize the new words. They
only read the text word by word without comprehend. They could not grasp the
main idea and answer the questions correctly, because the teacher just asks them
to read, and then to translate the English text to Indonesian and then answer the
questions individually about the text without use appropiate method, technique or
strategy in teaching reading. This condition make them do not interest and get
bored in comprehending the reading text.
In addition, based on observation in that school, the writer found that the
students got low score in english. Many students did not have the passing grade.
Therefore, to overcome problems above, the teacher should consider the most
effective and creative teaching strategy to improve the students’ comprehension in
3
reading the text. It is realized that it needs a strategy which can motivate the
students to read.
The Question Answer Relationship (QAR) is the strategy in which is
applied to improve students’ comprehension in reading narrative text. By applying
this strategy the students will be interested in reading, easy to be learnt and easy to
be understand or comprehend the reading text.
As Ambree (2008) says in http://voices.yahoo.com/qar-spesific-readingstrategy-the-2310930.html?cat=4 Question Answer Relationship (QAR) strategy
is a strategy that relates questions with the text, using the reader’s background
knowledge or direct context clues and information included in the text being read.
The cause which is difficult to comprehend reading text for students because the
teacher never employing the student’s background knowledge correctly. So that
she knows whether there is significant effect of using QAR strategy on students’
comprehension in reading narrative text.
B. The Problem of the Study
Based on the background of the study, the problem of the study
is
formulated as the follows : ‘’is there any significant effect of Question Answer
Relationship ( QAR ) strategy on students’ comprehension in Reading narrative
text?’’
4
C. The Objective of the Study
Based on the formulation of the problem, the objective of the study is to
find out whether the Question Answer Relationship srategy significantly affect the
students’ comprehension in reading narrative text.
D. The Scope of the Study
There are four levels of reading comprehension; they are literal,
interpretatative, critical,and creative comprehension. In this study, the levels of
reading comprehension are limited and focused on literal and interpretative
comprehension. This research focuses on indentifying the effect of Question
Answer Relationship (QAR) strategy on students’ comprehension in reading
narrative text.
E. The Significance of The Study
The findings of the study are expected to give some useful information for:
1. Teachers that the result of the study is important for those who are
involved in teaching and learning process, espicially for teachers, teachers
can use this strategy as a means to improve students’ reading
comprehension.
2. The others researchers that the result of the study will be very useful for
those who are interested in doing a research related to the study.
3. The students they can improve their ability in reading comprehension and
have good reading after they learn QAR strategy.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the research findings, the researcher concludes that there is a
significant effect teaching by using Question Answer Relationship strategy on
students’ comprehension in reading taught by using Question Answer
Relationship Strategy is higher than
without using Question Answer
Relationship Strategy (Ha) is accepted and null hypothesis (Ho) is rejected.
This is supported by data analysis result in which the t-observe (5.35) is higher
than t-table (2.00) at the significant level 0f 0.05.
B. Suggestions
Related to the conclusion given, the writer suggests that :
1. English teachers should apply Question Answer Relationship strategy in
their teaching learning process so that they can improve their students’
reading comprehension
because this strategy is design to relate the
students’ background knowledge with reading text.
2. Students should apply this learning strategy in comprehension a text
because it can stimulate students’ critical thingking when the students
relate their background knowledge with reading text.
45
46
3. It is also suggested that the teacher should stimulate and motivate the
students to make the activity of reading as a pleasure while applying
Question Answer Relationship strategy
47
REFERENCES
Adler, C.R. 2001. http://www.readingrockets.org/article/3479/. Accessed
in 10th March
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik
( Edisi Revisi VI). Jakarta : Rineka Cipta
Burns, Paul C.et. al. 1984. Teaching Reading in Today’s Elementary
Schools. Washington: Houghton Mifflin Company Boston
Brown, H. Douglas.2004. Language Assesment:Principles and Classroom
Practice. New York : Pearson Education.
Cornner, Jennifer.2006.http://www.indiana.edu/isit/QAR/thml.Accessed in 3th
March 2014
Grabe, W. and F.L. Stoller.2002. Teaching and Researching Reading.
Harlow: Pearson Education Limited
Gerot, L and Weignel P.1994. Making Sense of Functional Grammar.Sidney:
Gerd Stabler
Gage, N. L&Berliner, David C.1984. Educational Psychology.3rd. Boston:
Houghton Mifflin Company
Heaton, J.B. Writing English Language Test. Harlow. Longman GroupLimited
Nunan, D.2003. Practical English Language Teaching. New York: McGraw Hill.
Pardiyono,M.Pd.2007. Teaching Genre – Based Writing: Yogyakarta
Perencevich, Kathleen, 2007. From Principles of Learning to Strategies For
Intruction : Questioning. Springer.
Raphael, T. 2006. http://www.readingquest.org/strat/QAR.html. Accessed in
March 2014
2th
Raphael.1986. http://www.justreadnow.com/strategies/qar.html. accessed in 12th
March