THE EFFECT OF EXPERIENCE TEXT RELATIONSHIP
(ETR) ON
STUDENTS’
ACHIEVEMENT IN READING
COMPREHENSION OF DESCRIPTIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements For the Degree of Sarjana Pendidikan
By:
MAYA SARI SIPAHUTAR
Registration Number : 2101121029
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
ABSTRACT
Sipahutar, Maya Sari. 2101121029. The Effect of Experience Text Relationship (ETR) on Students’ Achievement in Reading Comprehension of Descriptive Text. A Thesis.English Department. Faculty of Languages and Arts. States University of Medan. 2016.
This study deals with Effect of Experience Text Relationship (ETR) on Students’ Achievement in Reading Comprehension ofDescriptive Tex. It was concludedthat by using experimental research design. The population of this study was the grade eight (VIII) student of SMP Musda Medan with four parallel classes. The sample of the study were two classes divided into two groups, experimental and control group the Experimental group was treated by using ETR method and classes control group by using Conventional way. 60 students as samples who were divided into two groups, The experimental group was taught by usingText, while the control group was taught by without Text. The instrument of collecting data was essay tests.The data were analyzed by using t-test formula. The result of the analysis showed that tvalue is higher than ttable(4.29 >2.00) at the level of significance 0.05 with the degree of freedom (df) 58. The result of this study show experience –Text- Relationship method has significant effect on students’ achievement reading comprehension of descriptive text. It means that the hypothesis.
ACKNOWLEDGEMENT
The greatest gratitude is expressed to 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 Experience Text Relationship (ETR) on Students’ Achievement Reading Comprehension of Descriptive 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 completion 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 to:
Prof. Dr. Syawal Gultom, M.Pd.,the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of the Faculty of Languages and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Dra. Meisuri, M.A., as the secretary of English Department.
Nora Ronita Dewi, S.S, M.Hum., the head of English Education Study Program.
Prof. Dr. Berlin Sibarani, M.Pd., her first thesis consultant.
Dr. Zainuddin, DIP. TEFL.,M.Hum her academic Advisor and her Reviewer,
Drs. Lidiman Sinaga, M.Hum and Dr. Rahmad Husein, M.Ed.,as Reviewer
Euis and Pantas, the academic staff, and administrative staff of English Department, for her attention, assistance, and information in completing
Drs. Sabar Nainggolan the headmaster of SMP Musda Medan
Her beloved parents,Alian Sipahutar, and Siti Aminah Munthe, for their love, pray, support, guidance, and advice during the completion of
her study. And thank to her sister and youngest sister Nurhayati
Sipahutara, Endang Heriana Sipahutar, Elviana Sipahutar, Nurmala Genti Sipahutar, Lara Santi Hemat Sipahutar, Julita Sipahutar and brother, M. Raja Rinduan Sipahutar, Mual Siregar, Febri, Fahmi,
and her beloved brother Baginda Marif Siregar SE, her beloved her
family who always support, care and love to encourage her to learn and
work hard in order to finish her study in English Education Study
Program, Faculty of Languages and Arts, State University of Medan.
Her beloved friends,the students of English Department, Fathur Rizky Arifiani, Sulistia Ningsih, Mardia Pitaloka, Elia Syahfitri, Melda, Elfrida, also the other students in Regular C 2010 for always be there when she needed their supportand motivation. Her beloved close friends
Nurkhalifah, Fitri, May Ritonga, Titik, Yanti, Yuli, Sumik, Dayah, Debby, Putri, Jefri, Ipul, and Isnen, thank you so much for every single smile, laugh, tear, help, struggle that we have passed and for sweet
and happy memories we shared together.
Medan, Maret 2016 The Writer
TABLE OF CONTENTS
E. The Signifinance of the Study... 5
CHAPTER II REVIEW OF LITERATURE A. Thoretical Framework ... 6
1. Reading comprehension ... 6
2. The Purpose of Reading ... 7
a. Reading to search for simple information and reading to skim .. ...7
b. Reading to learn from texts ... 8
c. Reading integrate information, write and critique texts ... 8
d. Reading for general comprehension... 9
3. Level of comprehension ... 9
a. Literal comprehension ... 9
b. Interpretative comprehension ... 10
c. Critical comprehension ... 10
d. Creative comprehension ... 11
4. Descriptive text ... 14
a. Communicative purpose... b. Rhetorical structure ... 9
c. Language features ... 9
5. Teaching method in reading ... 10
6. Experiences Text Relationship ... 12
a. The Aplication of ETR ... 12
B. Conceptual Framework ... 13
C. Hypotheses ... 13
CHAPTER III RESEARCH METHOD A. Research Design ... 15
E. Scoring of Reading Test... 20
F. The Validity and Reliability of The Test ... 20
1. The Validity of The Test ... 20
2. The Reliability of The Test ... 21
G. Technique of Data Analaysis ... 21
H. The Statistical Hypotheses ... 22
CHAPTERIV DATA ANALYSIS AND RESEARCH FINDING A. Description of data ... 23
B. Data analysis ... 27
1. The testing reliability of the test ... 24
2. Analyzing the data using t-test formula... 25
3. Test of Homogeneity of Variance ... 28
4. Test of Normality ... 29
5. Analyzing of the Data Using T.test ... 29
LIST OF TABLE
Table 1.1 Students’ Reading Comprehension Score ... 3
Table 3.1 Research Design ... 23
Table 3.2Table of Specification ... 24
Table 3.3Scenario of Treatment for Experimental Group ... 26
Table 3.3 Scenario of Treatment for Control Group ... 27
Table 4.1Students’ achievement score in pre-test and pos-test... 32
Figure 4.1 Students’ Achievement Score In Pre-Test ... 33
Figure 4.2 Students’ Achievement Score in Post-Test ... 33
Table 4.3 Percentage Points of T Distribution ... 34
Table 4.4 Test for homogeneity of variance ... 37
LIST OF APPENDICES
APPENDIX A Test for Distribution of Frequency of Pre-Test and post-test in
Experimental Group ... 47
APPENDIX B Test for Distribution of Frequency of Pre-test-Test and post-test in Control Group ... 51
APPENDIX C Testing Normality in Experimental Group ... 55
APPENDIX D Testing Normality in Control Group ... 61
APPENDIX E The Calculation of t-Test Experimental Group ... 63
APPENDIX F The Calculation of t-Test Control Group ... 66
APPENDIX G Test for Homogeneity of Varians of Pre-testinExperimentaland Control Group ... 69
APPENDIX H Test for Homogeneity of Varians of Post-testinExperimentaland Control Group ... 72
APPENDIX I The Calculation of Realibility of the Test ... 75
APPENDIX J Lesson Plan for Experimental Group ... 76
APPENDIX K Lesson Plan for Control Group ... 95
APPENDIK L The Test for Experimental and Control Group ... 111
CHAPTER I
INTRODUCTION
A. The Background of the Study
English is learned in all levels of education, from the elementary school up to
the level of university. Based on the syllabus of Senior High School the students
are expected to be able to master the four language skills in English subject,
namely: listening, speaking, reading, and writing. And this study will be focused
on reading skill.
Reading is one of the most important skills that we have tolearned in order to
master English. Reading is the ability to draw meaning from the printed page and
interpret this information appropriately (Grabe and Stoller, 2002:9). Reading is an
active process. It is caused byreading, the readers construct a meaning based on
the reader’s prior knowledge. In order to achieve that goal, the comprehension is
needed.
Reading comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with written language.
(Snow, 2002:9). Reading comprehension mean how the reader can find out the
message and comprehend the text well. So, The teacher is not only to teach the
students how to read, but how to comprehend and find out the meaning from the
text.
In reading comprehension, there are four levels of comprehension: Literal
comprehension, interpretative comprehension, critical comprehension, and
difficulties for the students. The lowest level of comprehension is in the literal
comprehension, meanwhile the highest level of comprehension is in creative
comprehension.
According to Education Unit Curriculum or Kurikulum Tingkat Satuan
Pendidikan (KTSP) of Indonesia, students have to comprehend the information
from the text. That is why teaching reading is a big responsibility for the teacher
nowadays, because the governments use reading to assess the students’ ability in
English which is implicated in national examination. In the national examination
2013, the reading text for Junior High School consists of 35 questions from the 50
questions tested.
Harmer (2003:208) states that students sometimes have low expectation
in reading comprehension. They find it difficult to comprehend the content of the
text, and they feel bored and so it reduces the motivate of students. It is caused by
some factors, they are: the difficulties of certain words, and they got difficulties to
convey the meanings to the whole paragraph, and also the topic is not interesting,
and the less of concentration.
Based on the writer’s observation in the grade VIII of student of SMP SW
MUSDA MEDAN, the writer found the data of reading test from the first and the
second semesters in academic year 2015/2016 through interviewing the English
teacher.She said that many students could not pass the Minimal Completeness
Criterion (Kriteria Ketuntasan Minimal) which is applied in the school it is 60 in
3
Table. 1.1
Students’ Reading Comprehesion Scores
Semester Score Students Percentage
1st Semester 2015/2016 <60 22 56%
2nd Semester 2015/2016 <60 24 61%
Based on the data above, the writer concluded that teaching students to
read is not an easy thing. Most of the students have known how to pronounce the
word, but they don’t understand the meaning. Then, they try to look up the
meaning of the difficults word from dictionary, but they got difficulties to convey
the meanings to the whole paragraph. So, they considered reading a text was not
interesting activity in learning English. This condition affects the students’
achievement in reading a text.
Many students could not pass the Minimal Completeness Criterion
(Kriteria Ketuntasan Minimal) because teaching method applied by the teacher is
conventional method. In conventional method the teacher just asks the students to
read the whole text and then answer the questions.
So, in order to solve this problem, it is necessary to find an interesting way
or method to improve student’s reading comprehension. There are some methods
to improve students reading comprehension, and the writer finds a good method
that can be applied, and it is named Experince Text Relationship (ETR) method.
ETR Method is one kind of metacognitive strategies. It is one of the
best methods in teaching reading comprehension. Carrell et. al (1989:647) state
ETR method can help the students to activate their background of
knowledge in drawing the meaning of a text or story. Then, related it to the new
information that they’ve got from the text after reading process.
This research of Experience Text Relationshiphas done bySari (2013) who
conducted research in Madrasah Aliyah Swasta PPM Babussalam, Tanjung Pura.
The sample was 50% of the tenth grade students in that school. The result of the
research showed that ETR affect on student’s reading comprehension. And also
Samosir (2012) who conducted research in SMP N 41 Medan, class VIII5 found
that ETR also affect on student’s reading comprehension. The genre that has been
used was narrative. Moreover, Oktarina (2013) who conducted a research in
Narrative and Report Text in class XI IPS SMAN 9 Padang also found that ETR
gave an effect on student’s reading comprehension.
Therefore, the writer interests to conduct a research about “The Effect Of
Applying Experience Text Relationship (ETR) on Students Achievement Reading
Comprehension of Descriptive Text”. The writer hopes this study will be useful
for teacher as a guidance in using method which give an effect on students reading
comprehension. And also it will be useful as a contribution for many people, and
students to enrich their knowledge.
B. The Problem of the Study
In line with the background of the study, the research problem is formulated
as follows:“Is There Any Significant Effect of Experience Text
Relationship (ETR) on the Students’ Achievement Reading Comprehension of
5
C. The Objective of the Study
Parallel with the research problem, the objective of the study is to find out the
effect of Experience Text Relationship (ETR)on students’Achievement in reading
comprehension of descriptive text.
D. The Scope of the Study
This study focuses on identifying the effect of Experience Text Relationship
(ETR) on students’ Achievement in Reading Comprehension of Descriptive Text.
In this study, the form of the text are limited, namely Descriptive. And the levels
of reading comprehension are literal, interpretative and critical reading.
E. The Significance of the Study
This research findings are expected to be useful in theoretically and
practically.
1) The teachers who improve their ability in teaching achievement reading
comprehension by ETR (Experience Text Relationship) method.
2) The students who want to improve their skill and stimulate them to
improve their ability in reading comprehension.
3) The readers to update their information or knowledge about how to
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the data analysis which were present in chapter IV, it
was found that the score of the students who were taught by using of Experience
Text Relationship method is higher than the score of the students who were taught
by using explaining method.
The calculations can be drawn as follow : the findings showed than
t-observed (4.29) was higher than t-table (2.00) at level (α) 0.05. therefore,
teaching reading comprehension by Experience Text Relationship (ETR) on
students’ achievement reading comprehension on descriptive text.
B. Suggestion
Based on the finding, it is suggested that English teacher should use ETR
method in teaching reading comprehension because it helps the students relate
their own language and experiences to the text. By applying this method the
student can express what he knows, make a prediction, and with teacher assistance
the student can see the relationship between his experience and what the text says.
And also it is suggested to the English teachers should be able to make some
variations in teaching reading comprehension which is appropriate with the ability
of the students so that they can explore their ideas totally. Then, students are
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