THE EFFECT OF ANTICIPATION-REACTION
GUIDE
STRATEGY ON STUDENTS’
READING COMPREHENSION
A THESIS
Submitted in Partial Fulfilment of the Requirement for the Degree of Sarjana Pendidikan
By :
ELFRIDA RISMALYA SINAGA
Registration Number : 2113321009
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
ABSTRACT
Sinaga, Elfrida Rismalya. 2113321009. The Effect of Anticipation-Reaction Guide Strategy on Students’ Reading Comprehension. A Thesis: English Department. Faculty of Languages and Arts, State University of Medan. 2015.
This study deals with the effect of anticipation-reaction guide strategy on students’ reading comprehension. It was conducted by using experimental research design. The population of this study was the grade eight (VIII) students of SMP Negeri 5 Tebing Tinggi with two parallel classes. The samples of the study were two classes divided into two groups, experimental and control group which were chosen by using lottery technique. Sixty students were taken as the samples. The experimental group was taught by using Anticipation-Reaction Guide Strategy, while the control group was taught by using Conventional Method. The instrument for collecting the data was a multiple choice test. The data of this study were taken from the students’ score of reading test. Kuder Richardson (KR20) formula was applied to obtain the reliability of the test. Based on the calculation, it showed that the reliability of the test was 0.91 categorized as high reliability. There were two data used in this research. They were pre-test and post-test. Then, after analyzing the data, it was found that the value of tobserved was 4.04 with the degree of freedom (df)=58 at the level of significance p(0.05) = 2.00. It means that tobserved is higher than ttable (4.04 > 2.00). The result of this study shows that Anticipation-Reaction Guide Strategy has a significant effect on students’ reading comprehension. It means that the hypothesis is accepted.
ACKNOWLEDGEMENT
First of all, the writer would like to express her praises to Almightily Jesus Christ who has blessed and given the ability to the writer to complete this thesis as a partial fulfillment for the requirement for the degree of SarjanaPendidikan (S-1) at the English Department of Faculty of Languages and Arts, State University of Medan.
This thesis would not have been possible without the guidance and the help of several individuals who always contributed and extended their valuable assistances in the preparation and completion of this thesis. The writer’s special appreciation goes to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts
and Literature Department.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and her Reviewer.
Dra. Meisuri, M.A., 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 second Thesis Consultant. Dr. Anni Holila Pulungan, M.Hum., her Academic Advisor and her
Reviewer.
Dra. Masitowarni Siregar, M.Ed., her Reviewer.
All the lectures of English and literature Department who have taught, guided, and advised her throughout the academic years.
Mam Euis, and Pak Pantes, the Academic Staff, and Administrative Staff of English Department, for their attention, assistance, and information in completing it.
The writer sincerely thanks to her Dad and her Mom (Erlis Sinaga dan Erika br. Sitorus) for never giving up on her and for their tireless pray and love to the writer not only in completing this thesis but also in along her life.
The writer’s special gratitude also goes to her dearest brothers and sister
(Erwin Ernando Sinaga, Edward Fliston Sinaga and Elfani br. Sinaga). A lot of thanks all her beloved best friends (Emma Anggreani br. Purba,
Ervina Yosephine br. Simarmata, Januari Siahaan, Joe Hutabarat, Jord Pasaribu, Maya Sari Sipahutar, Melda Sibarani, Ojaktua Sitanggang and Susi Agustianti br. Simorangkir) for their support, love, prayers, and their togetherness for these several years.
Medan, Oktober 2015 The Writer
TABLE OF CONTENTS
D. The Objective of the Study ...5
E. The Significance of the Study ...5
CHAPTER II. REVIEW OF LITERATURE ... 7
A. Theoretical Framework ...7
1. Reading Comprehension ...7
a. Factors that Influence Comprehension ...9
b. Levels of Reading Comprehension ...10
c. Measuring Reading Comprehension ... 11
d. Teaching Reading Comprehension ... 12
e. Students’ Difficulties in Reading Comprehension ... 13
3. Narrative Text ... 15
4. ARG Strategy ... 19
a. The Nature of Anticipation-Reaction Guide ... 19
b. Procedures of Applying the Anticipation-Reaction Guide ... 22
c. The Advantages and Disadvantage of Anticipation-Reaction Guide ... 23
B. Relevant Studies ... 23
C. Conceptual Framework ... 24
D. Hypothesis ... 25
CHAPTER III. RESEARCH METHOD ... 26
A. Research Design ... 26
B. Population and Sample ... 27
C. Instrument for Collecting Data ... 28
D. The Procedures of the Research ... 29
1. Pre- test... 29
2. Treatment ... 30
3. Post- test ... 31
E. Scoring of the Test ... 31
F. The Validity and the Reliability of the Test ...31
1. The Validity of the Test ...32
2. The Reliability of the Test ... 32
H. Statistical Hypothesis ... 33
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS A. The Data ... 35
B. Data Analysis ... 36
1. Testing Reliability of the Test ... 36
2. Testing Hypothesis ... 37
C. Research Findings ... 39
D. Discussion ... 40
CHAPTER V. CONCLUSION AND SUGGESTION A. CONCLUSION ... 41
B. SUGGESTION ... 41
REFERENCES ... 45
LIST OF TABLES
Pages
Table 1.1. Students Scores of Grade VIII ...3
Table 3.1. Research Design ... 26
Table 3.2. Specification of Text ... 29
Table 3.3. Teaching Procedures in Experimental Group ... 30
Table 3.4. Teaching Procedures in Control Group ... 30
Table 4.1. The Scores of Pre-test and Post-test in Experimental Group ... 47
LIST OF APPENDIXES
Pages
Appendix A : The Score of Pre-test and Post-test of Experimental
Group ... 47
Appendix B : The Score of Pre-test and Post-test of Control Group ... 48
Appendix C : The Calculation of Reliability of The Test ... 49
Appendix D : 1. The Calculation of t-test for Experimental Group ... 51
2. The Calculation od t-test for Control Group ... 53
Appendix E : Percentage Points of The T Distribution ... 56
Appendix F : Pre-Test and Post-Test Items ... 57
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is the most important aspect in the life of all beings and it is used
as a tool of communication to interact among people throughout the world to convey thoughts, ideas, and feelings. As an international language, English has a
significant position in the international communication which is spoken by many people in the world.
English has become an universal language. Realizing that many reference
materials are written in English and how important this language is, reading becomes one of the most important skills to be acquired to the students.
There are four skills in language learning, they are: listening, speaking,
reading and writing. Reading is one of four skills that can build our knowledge. By reading we can know everything in accordance with our needs and we are able
to understand and follow the progress of science and technology. Technology is like a spider web net that every single component is interconnected and it is developed constantly. This communication network can unifies the different
countries, and also facilitates the international relations. Grabe and Stoller (2001:188) state that reading is the ability to draw information from a text and
where as in comprehension the students are expected to have more skills than to explain individual text or passage after comprehending them.
In teaching reading, the teacher should know and understand the goal of
reading process which is comprehension. Prado and Plourde (2005) define that comprehension is a process that involves thinking, teaching, past experiences, and knowledge. In comprehension, the readers are asked to actually know and
understand what they are reading. If persons have excellent decoding skills but
they are not fully able to understand what they are reading, it is not truly reading.
The reading ability becomes one of problematic’s Indonesian students in today’s school. The problematic shows that students read a text without
understanding what they have read. According to The International Association
for the Evaluation of Educational Achievement, reading score of Indonesian students in East Asia is still low. Indonesian students are just capable of mastering
30 % reading material, and find difficulty in reading items that are in the form of commentary requiring cognitive process (IAE for the Evaluation of Educational
Achievement).
Based on the writer’s experience in her teaching practice in Senior High
School, students’ problem in reading is lack of interest. They were not interested
because they can make interaction among group members so the learning process is more active.
A research was conducted by Ervina (2013) at SMPN 5 Tebing Tinggi.
She conducted a research in Junior High School degree to find out whether the use of Anticipation-Reaction Guide is effective to improve students’ reading skill. She took two classes as the sample, one class was taught by using
Anticipation-Reaction Guide Strategy (experiment group), and other was taught by using Drilling Method (control group). After conducting the treatment, the improvement
of experiment group was higher than the control group. It means that the use of Anticipation-Reaction Guide is effective in enhancing the students’ reading skill.
Table 1.1
The list of Students Scores of Grade VIII
Class Score Students asked to choose a suitable strategy and apply it in teaching reading skill, because a strategy will make a subject easier for the students to learn and understand a text.
Bean, et all., (2007) state that Anticipation-Reaction Guide (ARG) is an excellent strategy for teaching students’ reading comprehension and one strategy that
utilizes prediction and attempts to capitalize on controversy. A strategy will help
the students to activate their prior knowledge by arousing their curiosity to the statements that provided by the teacher. This strategy is done with the hope to build the students’ knowledge and improve the students’ reading comprehension
by applying Anticipation-Reaction Guide (ARG).
Based on the explanation above, the writer wants to commit a research to
find out whether Anticipation-Reaction Guide (ARG) has significant effect on students’ reading comprehension.
B. The Problem of the Study
In line with the background of the study above, the research problem is
formulated as follows:
“Is there any effect of Anticipation-Reaction Guide (ARG) strategy on students’reading comprehension?”
C. The Scope of the Study
text is limited, to narrative text, and the levels of reading comprehension are literal, interpretative, and critical reading.
D. The Objective of the Study
The objective of the study is aimed to find out if the application of
Anticipation-Reaction Guide (ARG) significantly affect students’ reading comprehension.
E. The Significance of the Study
The research finding will be expected to have both theoretical and practical significances.
Theoretically, the finding will contribute to the strengthening of the grand
theory where the guide is derived from, that is the schemata theory.
Practically, the finding will be useful and relevant to:
2. For the students, it is expected that it will help the students to use their background knowledge to see the context of a text.
3. For other researchers, it is expected that this finding can be a reference
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the results of the data analysis which were presented in Chapter
IV, it was found that the scores of the students who were taught by using Anticipation-Reaction Guide Strategy is higher than the score of the students who
were taught by using explaining method.
The conclusions can be drawn as follows : the findings showed that
t-observed (4.04) was higher than t-table ( 2.00 ) at level ( ) 0.05. Therefore, teaching reading comprehension by applying Anticipation-Reaction Guide
strategy significantly affect reading comprehension.
B. Suggestion
Based on the finding, it is suggested that:
1. Since Anticipation-Reaction Guide strategy is significantly effective, it is
suggested that English teacher should use this strategy to improve the comprehension of the students.
2. The students are suggested to learn about the strategy of Anticipation-Reaction Guide as the guidance in order to improve their reading
information provided in the text. Therefore, the students will be easier to comprehend the text.
3. Further researchers are suggested to identify the weakness of the current
research and make improvement for the application of
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