THE EFFECT OF CONTEXTUAL GUESSING TECHNIQUE
ON STUDENTS
’
READING COMPREHENSION
ACHIEVEMENT
A THESIS
Submitted in Partial Fulfillment of The Requirements
For the Degree of Sarjana Pendidikan
By:
SELLIA ELHAWA
Reg. Number: 2113321048
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
ABSTRACT
SelliaElhawa. 2113321048. The Effect of Contextual Guessing Technique on Students’ Reading Comprehension Achievement.A Thesis.English Department.Faculty of Language and Arts.State University of Medan. 2015
This study intended to find out the effect of contextual guessing technique on students’ reading comprehension achievement. It was conducted by using experimental research design. The population of this study was the first (X) grade students of SMAN 1Binjai. It consisted of 210 students with six parallel classes. Seventy students were chosen as the sample by using random sampling technique. There were two randomized groups, namely experimental group and control group. Class X-1 with 35 students became the experimental group while class X-3 with 35 students became the control group. The experimental group was taught by using Contextual Guessing Technique and the control group was taught by Before, During and After Technique. The instrument which was used for collecting the data was multiple choice test. The data was analyzed by using t-test formula. The result showed that the mean score in experimental group is higher than control group, namely 88.11 for experimental group and 79.2 for control group. The value of tobserved (4.05) is higher than the value of ttable (1.997) (α = 0.05) with the degree of freedom (df) = 68. So, alternative hypothesis (Ha) was accepted and the effect of contextual guessing technique on students’ reading comprehension achievement.
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ACKNOWLEDGMENT
All praises and the greatest thankfulness to almighty Allah SWT who has
blessed, given time, opportunity, health, and mercy to the writer in finishing this thesis entitled “The Effect of Contextual Guessing Technique on Students’ Reading Comprehension Achievement” to fulfill the requirements for the degree
of SarjanaPendidikan (S.Pd) at English Department, Faculty of Languages and
Arts, State University of Medan.
In the process of writing this thesis, so many people that always assist,
support, prayers, suggest, help, advice, and motivate the writer. Therefore, the
writer would like to express her thankful and her sincere appreciation that directed
to:
Prof. Dr. Syawal Gultom, M.Pd.,The Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum.,The Dean of Languages and Arts Faculty. Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English and Literature
Department as well as her Academic Consultant, Reviewer, and Examiner. Dra. Meisuri, M.A., The Secretary of English Department.
Nora Ronita Dewi, S.S.,S.Pd.,M.Hum., The Head of English Education Study Program.
Dr. Rahmad Husein, M.Ed.,her Thesis Consultant I who has given his precious time to give valuable advice and guidance in the process of
writing this thesis.
RafikaDewiNasution, S.Pd., M.Hum., her Thesis Consultant II who has given many suggestion and guidance in the process of writing this thesis. Dra.TjutErnidawaty,M.Pd.,and Drs.Muhammad Natsir, M.Hum.,her
Reviewers and Examiners who have given suggestion and comments. Dr.SitiAisahGinting, M.Pd,.her Academic Consultant who has given
suggestions.
Eis Sri wahyuningsih, S.Pd.,M.Pd., and Mr. PantesThe administration staffs of English and Literature Department who always helped the writer
during her academic year.
Mr. Suyoto, S.Pd.,M.Si.,The Headmaster of SMAN 1 Binjai who has given the permission to conduct the research in the school. And also for
students in X-1 and X-3 for their participation and attention during the
research.
Sumitro and Suhaida, S.Pd,.her beloved parentswho have given love, prayers, support, advice, suggest, motivation, financial support, and has
struggled so much for her. And also for her beloved younger brother
M.AlgiFari for the support and prayer.
MuhammadDeviAnshari,SST.,her special man that always give his time, support, motivation, and suggest to her.
PuputWulandanaSiregar, RatnaPurnamaSiregar, PepiHandayani, Triana Sari, PhupuhCitra Dewi, AyuPurnamaSari,
TutwuriSitumeang, KhalidaNasution and Extention B 2011, her best
friends for helping, support, suggest, and so nice friendship.
Finally, the writer hopes this thesis can give the contribution to the English
Education students and also further pedagogical research.
Medan, Maret 2016
The Writer
SelliaElhawa
iv
1. Students Achievement In Reading Comprehension ... 7
2. Reading ... 8
b. The Grammatical Feature Of Narrative Text ... 13
7. Levels Of Comprehension ... 14
a. Literal Comprehension ... 14
b. Interpretative Comprehension ... 14
c. Critical Comprehension ... 15
8. Contextual Guessing Technique ... 17
9. Advantage Of Using Contextual Guessing Technique ... 18
10. Procedures Of Using Contextual Guessing Technique ... 19
C. Hypothesis... 21
3. Teaching Presentation (Treatment) ... 25
4. Post-Test ... 27
CHAPTER V CONCLUSION AND SUGGESTION ... 39
A. CONCLUSION ... 39
B. SUGGESTION ... 39
REFERENCES ... 41
vi
LIST OF TABLES
Pages
Table 1.1The Percentage of Score ... 3
Table 2.1 The application of level comprehension ... 15
Table 3.1The Research Design ... 22
Table 3.2 Number of Population ... 23
Table 3.3 Number of Student ... 24
Table 3.4 Teaching Procedures of Experimental Group ... 26
Table 3.5 Teaching Procedures of Control Group ... 27
Table 3.6 Table of Specification ... 29
Table 4.1 Student’s score in Pre-test ... 33
LIST OF APPENDICES
Pages Appendix A. The Scores of Pre-test and Post-test in Experimental Group . 43
Appendix B. The Scores of Pre-Test and Post-Test of Experimental Group 45
Appendix C. The Calculation of T-Test in Experimental Group... 47
Appendix D. The Calculation of T-Test of Control Group ... 49
Appendix E. The Calculation of T-Test ... 51
Appendix F. The Scores of Two Raters Reliability ... 53
Appendix G. Percentage Points of the T Distribution ... 55
Appendix H. Lesson Plan ... 57
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is very important for human life. It stands at the center of human
affairs, from the most prosaic to the most profound. Language is used to convey our
ideas, feelings, and thoughts to the listeners or other people. English is one of
languages in this world. There are about billion people in the world today learning
English as a foreign language. It continues to spread, not only as the global language
but also as the language of science, technology, and advanced research. It shows that
English is so important nowadays especially for students.
There are four language proficiencies that must be achieved in learning
English language namely listening, speaking, writing, and reading. Reading is one of
most important skills in language learning besides listening, speaking and writing. In
reading, the students are expected to be knowledge and familiar with what the teacher
has explained in the context, while in reading comprehension, the students are
expected to have more skills than just to explain individual text or passages after
comprehending them. It means that the purpose of reading is to get some skills in
understanding the text.
Reading comprehension is a good way to develop and understand English,
but most of students still find it difficult to have reading comprehension though they
2
have done it for many years. They do not know how to comprehend a text and get
some information from text. Consequently, the students become slow and get bored
easily. Therefore, reading is in the fact not as easy as people think about. Most people
read a text without comprehending on how they do it since they assume reading
comprehension is not very important. They think reading is just a task of a little
concern. So it is not a problem for the teacher in teaching reading in the classroom.
In Educational unit level curriculum ( Kurikulum Tingkat Satuan Pendidikan
( KTSP), the objective of teaching reading is clearly stated. One of the objectives is
students are expected to be competent in comprehending reading in various English
texts. For senior High School students, they were expected to be able to comprehend
the meaning of written text: recount, narrative, procedure, descriptive, news item,
spoof, report, analytical exposition, hortatory, explanation, discussion, and review in
daily life context.
Based on Educational unit level curriculum, the narrative text is one genre
that must be mastered by students in learning English. And theoretically, according to
(http://www.isdariyanto.com/defenition-of-narrative-text) a narrative text is a text
amuses, entertain and deal with actual or vicarious experience in different ways.
Narrative deal with problematic events which lead to a crisis or turning point of some
kind, which in turn finds a resolution. So, narrative text is a text which contain
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In reality, most of students always get difficulties when they are asked to
comprehend texts. Based on the writer’s observation in SMA NEGERI 1 BINJAI, student’s achievement in reading is still very low especially in understanding texts.
There are reasons why some students have difficulty with reading
comprehension. Some students have difficulties because they have not truly mastered
reading fluently. When a student is struggling to read words and focuses so hard on
just saying the words correctly, they are not focusing on what they are reading. All of
their cognitive ability is being put into calling out the correct words properly and only
put a little effort into the meaning of what is being read (Woolley, 2010). Based on
the writer’s observation, interviewed with the students and the teacher in the school,
the students’ ability in reading was still low, because most of the students get the
score under Minimal Competence Criteria (KKM) of English lesson for Senior High
School. The score of reading test from the students can be seen in Table 1.1.
Table 1.1 The Second Grade (X) Students’ Score of Reading Test
Semesters Score Students Percentage Mean
1st Semester 2014/2015 <75 25 71.42
The Minimal Competence Criteria (KKM) applied for the tenth grade (X) by
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reading in that class is still low. It can be seen from the mean of the students’ score
where the mean is still under the Minimal Completeness Criteria.
The writer found some problem with students in SMA NEGERI 1 BINJAI.
The problems that the students still feel strange and face some difficulties with
English lesson, especially in reading comprehension. The students have difficulties to
find out the meaning of sentences in a text.
In improving students’ reading skill, contextual guessing technique can be
applied to find out what the students know, what they are thinking and how to
stimulate them to think. The students can guess the information of reading text to find
out some interesting information. It means that using contextual guessing technique
can be made as the way of teaching to get some information from reading texts.
Before students read, the teacher asks the students to find prior knowledge, make
predictions, and wonder about big ideas that are not answered in the text. Contextual
guessing technique can be a focusing and refining device for expanding vocabulary
and for developing all level of comprehension, including critical and creative reading.
Therefore, using this technique will help the students to enlarge their thinking. In
other word, contextual guessing technique makes students to be good reader who can
5
B. The Problem of the Study
In conducting research, the problem must be clearly stated in order that the
objective of the study and the method used can be meaningfully determined. As
related do the background of this study the problem of this study is formulated as
follows: “is there any significant effect of contextual guessing technique (CGT) on
students’ reading comprehension achievement?”
C. The Scope of the Study
The study is focused on the effect of contextual guessing technique in
reading comprehension. It is reading narrative text. On the other hand, in this case,
there are 3 activities in using contextual guessing technique such as making
prediction, answering selection, and using context clues.
D. The Objective of the Study
In line with the research problem formulated on the previous section, this
study intends to find out the effect of contextual guessing technique (CGT) on
students’ reading comprehension achievement specifically narrative text. It means
that using contextual guessing technique will increase the students’ achievement
6
E. The Significance of the Study
The results of this study are expected to be useful for:
1. The English teachers who wants to improve the students’ reading
comprehension through using contextual guessing technique. She asks the
students to make prediction, answer selection, and use context clues in
teaching reading.
2. The English students who use contextual guessing technique to overcome
their difficulties in reading comprehension through make prediction,
answer selection, and use context clues. It means that by using contextual
guessing technique, the students can promote critical thinking about what
they read, give some opportunities to improve their ability expressing their
ideas, or opinions directly and make the students are more active in
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis, it can be concluded:
1. Teaching reading skill by using contextual guessing technique
significantly affects on students’ achievement in reading narrative text. It
can be seen from the data which had obtained in the post-test of
experimental group.
2. The calculation of the data in the hypothesis showed that t-observed
4.05 was higher than t-table 1.997, it means that the alternative
hypothesis (H0) is acceptable.
B. Suggestion
Based on the conclusion drawn, the results of findings contribute some
valuable suggestions, they are:
1. The English teachers are suggestions to use contextual guessing
technique to improve their attitude and skill during the teaching and
learning process.
2. The students are suggested to apply contextual guessing technique to
improve their reading comprehension ability, attitude and skill.
3. For the schools, it is expected that they provide the media needed for
teaching English.
40
4. For other researchers, who that to study more about contextual guessing
technique, this research could be advisable reference.
Finally, the writer considers that this study still need validation from the next
41
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