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ACKNOWLEDGEMENT
First of all, I would like to express great gratitude to The Almighty God, Jesus Christ, for this strength in this glorious bless which makes me able to do this research and composes this thesis. Being as His child is a miracle which leads me ways of life and goal.
Then, I would like to say my sincere gratitude to my advisors Prof. Dr. Busmin Gurning, M.Pd and Prof. Dr. Hj. Sumarsih, M.Pd, who have supported me during my thesis completion with their patience, motivation, enthusiasm, and immense knowledge. Beside my advisors, I would like to express my deep thanks to Prof. Dr. Berlin Sibarani, M.Pd, Dr. Rahmad Husein, M.Ed, and Dr. Anni Holila Pulungan, M.Hum, as my reviewers and examiners for the valuable inputs to be inserted in this thesis.
Furthermore, I would like to express my high appreciation to Drs. Masner as the head master of SMA Swasta RK Serdang Murni Lubuk Pakam for allowing me conducting research in there. Thanks to the English teacher, Mrs. Sisca Eva Bukit, S.Pd who helps me in conducting the treatment in the classroom. To all students of SMA Swasta RK Serdang Murni Lubuk Pakam, especially for the Grade XI IPA 1 and XI IPA 2, thanks for the cooperative attitude and work during the research.
who have given very valuable knowledge and science during my study at English Applied Linguistics Study Program Postgraduate School of State University of Medan.
Finally, I would like to express my special thanks from my deepest heart to my beloved husband, Lengsipeng Manurung, S.Pd, M.Pd for their endless love, prays and support both moral and material before, during and after my academic years at Postgraduate School Program of State University of Medan and my beloved daughters, Pearl Princila Manurung, Princes Thesalonika, Prudence Hesita Manung and Vini Manurung for their prays, understanding, caring and support, without them this thesis would not have been completed.
Medan, 21stMarch 2017
iii ABSTRACT
Siregar, Aguslani. 8156111024. The Effect of Teaching Strategies and Curiosity on Students’ Achievement in Reading Exposition Text. A Thesis. English Applied Linguistic Program. State University of Medan. 2017.
ABSTRAK
Siregar, Aguslani. 8156111024. Pengaruh Strategi Membaca dan Rasa Ingin Tahu Siswa dalam Teks Exposisi. Tesis. Linguistik Terapan Bahasa Inggris, Pasca Sarjana Universitas Negeri Medan. 2017.
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TABLE OF CONTENTS
Pages
ACKNOWLEDGEMENT………. i
ABSTRACT……… iii
TABLE OF CONTENTS………... v
LIST OF TABLES……….. viii
LIST OF FIGURES……… x
LIST OF APPENDICES……… xi
CHAPTER I. INTRODUCTION……….. 1
1.1 Background of the Study………. 1
1.2 Problems of the Study………... 6
1.3 Objectives of the Study………. 6
1.4 Scopes of the Study………... 7
1.5 Significances of the Study………. 7
CHAPTER II. REVIEW OF LITERATURE……….. 9
2.1 Theoretical Framework……… 9
2.1.1 Students’ Achievement in Reading Comprehension……….. 10
2.1.2 Reading Comprehension………. 13
2.1.3 Levels of Reading Comprehension………. 13
2.1.4 The Assessment of Reading comprehension………... 15
2.1.5 Genre………... 16
2.2 Teaching Strategies……….. 18
2.2.1 INSERT Strategy……… 20
2.2.1.1 The Procedures of INSERT Strategy………... 21
2.2.2 SQ3R Strategy………... 23
2.2.2.1 The Procedures in SQ3R………. 25
2.3 Curiosity……….. 27
2.3.1 Types of Curiosity……….. 29
2.3.2 High and Low Curiosity of Students in Learning……….. 32
2.4 Relevant Studies………. 34
2.5 Conceptual Framework……… 36
2.5.1 The Differences between Students’ Achievement in Reading Comprehension Taught by Using INSERT and SQ3R Strategy… 36 2.5.2 The Differences between Students’ Achievement in Reading Comprehension having High and Low Curiosity…………...……. 40
2.5.3 The Interaction between Teaching Strategies and Curiosity on Students’Achievement in Reading Comprehension………... 41
CHAPTER III. RESEARCH METHODOLOGY……… 46
3.1 Research Design………... 46
3.2 Population and Sample………. 47
3.2.1 Population……….... 47
3.2.2 Sample………. 47
3.3 Procedure of Treatment……… 48
3.4 Control of Treatment ………... 49
3.4.1 InternalValidity ………. 50
3.4.2 External Validity………. 51
3.5 The Instrument of Data Collection………... 51
3.5.1 Questionnaire of Curiosity……….. 52
3.5.2 Reading Comprehension Test………. 53
3.6 Instrument Validation..………. 54
3.6.1 Validity of Reading Comprehension Test………..…. 54
3.6.2 Reliability of Reading Comprehension Test………..…. 54
3.6.3 Validity of Curiosity Questionnaire……….……… 55
3.6.4 Reliability of Curiosity Questionnaire………... 55
3.7 The Technique of Analyzing Data………... 56
3.8 Statistical Hypotheses……….. 56
CHAPTER IV. DATA ANALYSIS, FINDINGS, AND DISCUSSION… 58 4.1 The Data Description……….. 58
4.1.1 Students’ Reading ComprehensionAchievement Taught by using INSERT Strategy………... 58
4.1.2 Students’ Reading Comprehension Achievement Taught by using SQ3RStrategy……….. 60
4.1.3 Students’ Reading Comprehension Achievement of Students with High Curiosity……….………... 61
4.1.4 Students’ Reading Comprehension Achievement of Students with LowCuriosity……….………... 62
4.1.5 Students’ Achievement in Reading Comprehensionwith High Curiosity and Taught by using INSERT Strategy………. 63
4.1.6 Students’ Achievement in Reading Comprehensionwith Low Curiosity andTaught by using INSERT Strategy……….….... 64
4.1.7 Students’ Achievement in Reading Comprehensionwith High Curiosity and Taught by using SQ3RStrategy…………...………. 65
4.1.8 Students’ Achievement in Reading Comprehensionwith Low Curiosity and Taught by using INSERT Strategy……… 66
4.2 Requirement of Data Analysis………... 67
4.2.1 Normality of the Test……….... 67
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4.2.2.1 Groups of Teaching Strategies and Curiosity………... 68
4.2.2.2 Groups Interaction……… 68
4.3 Testing of Hypotheses………... 69
4.3.1 Students’ Achievement in Reading Comprehension that was taught By Using INSERT is Higher than by Using SQ3R Strategy…….. 70
4.3.2 Students’ Achievement in Reading Comprehensionwith High Curiosity is Higher than withLow Curiosity.……….. 70
4.3.3 Interaction between TeachingStrategies and Curiosity on Students’ Achievement in Reading Comprehension……… 71
4.4 Discussion………. 74
4.4.1 Students’ Achievement in Reading Comprehension that was taught by Using INSERT is Higher than by Using SQ3R Strategy…….. 74
4.4.2 Students’ Achievement in Reading Comprehensionwith High Curiosity is Higher than withLow Curiosity.………. 76
4.4.3 The Interaction between Teaching Strategies and Curiosity on Students’ Achievement in ReadingComprehension……… 77
4.5 Limitation ofResearch……….. 78
CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION 79 5.1 Conclusions……… 79
5.2 Suggestions………... 79
5.3 Implications……… 80
References……….. 82
LIST OF TABLES
Pages Table 1.1 Reading Comprehension Score of X Grade Level Students of
SMA Swasta RK Serdang Murni Lubuk Pakam 2015/2016……... 3
Table 2.1 INSERT Chart……….... 22
Table 2.2 The Differences between INSERT and SQ3R as Reading Strategy.. 27
Table 2.3 Where does the curiosity come from?………... 28
Table 2.4 Characteristic of High and Low Curiosity………... 32
Table 2.5 INSERT Symbols..……….... 37
Table 3.1 FactorialResearch Design 2x2……….……….... 46
Table 3.2 The Procedures in reatment……….. 49
Table 3.3 Specification of Students’ Curiosity……….……… 52
Table 3.4 The Outline of the Students’ Reading Comprehension Test.……... 53
Table 3.5 The Format of Two Way ANOVA……….. 56
Table 4.1 Summary of Research Data Description… ………... 58
Table 4.2 Frequency Distribution of the Score of Students Taught by Using INSERTStrategy………... 59
Table 4.3 Frequency Distribution of the Score of Students Taught by Using SQ3R Strategy………... 60
Table 4.4 Frequency Distribution of the Score of Students with High Curiosity………... 61
Table 4.5 Frequency Distribution of the Score of Students with Low Curiosity………... 62
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Table 4.7 Frequency Distribution of the Score of Students with Low Curiosity and Taught by Using INSERT Strategy…..……….... 64 Table 4.8 Frequency Distribution of the Score of Students with High Curiosity
and Taught by Using SQ3R Strategy .………..…... 65 Table 4.9 Frequency Distribution of the Score of Students with Low Curiosity
and Taught by Using SQ3R Strategy .………... 66 Table 4.10 Summary on the Result of Normality Test………... 67 Table 4.11 The Result of Homogeneity Variance by Using F-test…………... 68 Table 4.12 Summary on the Result of Homogeneity Test by Using Barlett
Test……….... 68 Table 4.13Result of Homogeneity Test on each Sample Groups…………... 69
Table 4.14 Two– Way ANOVA……….………...………... 69
LIST OF FIGURES
Pages Figure 4.1 Histogram on Student Reading Comprehension Achievement
Taught by Using INSERT Strategy………... 59 Figure 4.2 Histogram on Students Reading Comprehension Achievement
Taught by Using SQ3R Strategy……... 60 Figure 4.3 Histogram on Students Reading Comprehension Achievement with
High Curiosity ………... 61 Figure 4.4 Histogram on Students Reading Comprehension Achievement with
Low Curiosity………... 62
Figure 4.5 Histogram on Students Reading Comprehension Achievement with High Curiosity and Taught by Using INSERT Strategy………... 63
Figure 4.6 Histogram on Students Reading Comprehension Achievement with Low Curiosity and Taught by Using INSERT Strategy.………... 64 Figure 4.7 Histogram on Students Reading Comprehension Achievement with
High Curiosity and Taught by Using SQ3R Strategy…………... 65 Figure 4.8 Histogram on Students Reading Comprehension Achievement with
1 CHAPTER I
INTRODUCTION
1.1Background of the Study
Reading is one of the important skills to be mastered by the students besides writing, speaking, and listening in order to be able use English as global language to communicate and get information well. (Hammer, 2003) declares Reading has different meaning for different people. Some people read to get feeling and pleasure while the others read to get ideas and information. For students, particularly they read to have general understanding. It means that when the students read any texts, they try to understand what the words mean, see the pictures painted by the words, engage with what they are reading to respond to the content, and catch the message conveyed by the writer.
By reading, students can broaden their knowledge and get a lot of information. Therefore, it is very important to teach reading well to the students and make it interesting activities for students.
Reading is considered to be an important early step in the development of mental and linguistic abilities. Reading comprehension is the ultimate purpose of reading because the purpose of all reading is to understanding and interpret what is read.
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readers try to think what they are reading. Next, they think what is meant to them, how it relates to other things they have read, and how they connect it with their prior knowledge so that they are able to gather the new knowledge from the text.
In fact, the knowledge will not be reached by students if they lack of comprehending a text. It is because reading is not only as the process of communication between writer and reader through written symbols in the text but also as an activity which must enable the students as the readers to grasp the information implied in the text by activating their thinking process so that the reading comprehension is earned.
It is as what is argued by Light and McNaughton (2012). They uttered that the reading comprehension is require the learner to decode or recognize by sight the words in the written text, understand the meaning of the words/sentences, relate the meaning of the sentences to the rest of the text, activate prior knowledge and experience about the topic, use this prior knowledge to infer meaning and support understanding, monitor understanding of the text continually.
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to test students’ reading comprehension in State – Examination (UN). Even, the
reading comprehension takes dominant point among the other kinds of questions. Form 50 questions tested, only 15 questions are aimed at testing listening skill while the rests are aimed at testing reading comprehension skill.
The reality is that there are so many students who are able to read texts with the appropriate pronunciation but they do not know what they are reading about. It is because they do not apply the way they use when reading in their native language to reading in foreign language they are learning. They just spent their time to earn the meaning word by word, then consult the unknown vocabularies, continue with the meaning of each sentences. Actually, what it is done by them just touch the linguistic knowledge. This is actually the phenomenon teacher faced in the class included in SMA Swasta RK Serdang Murni Lubuk Pakam. The phenomenon is seen in the following table 1.1.
Table 1.1 Reading Comprehension Score of XI Grade Level Students of SMA Swasta RK Serdang Murni Lubuk Pakam 2015/2016
Semester Means of students’ achievement in language learning Reading Speaking Listening Writing
I 60 70 65 72
II 65 72 70 75
As long as the academic year 2015-2016, it is found that the average score of students’ achievement in reading comprehension in the first semester on
2015/2016 of school year is 60 and the second semester on 2015/2016 of school year is 65 whereas the completeness scores of students’ achievement in reading comprehension is 75. It means that the students’ achievement in reading is still
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Considering the condition above, The teacher needs a new strategy of learning reading text activity in order to make the students become active, enjoy ,and comprehend about the main point of reading text. There are many strategies that are popular to make teaching reading more effective and interesting. These strategies are expected to be useful to improve the students’ reading
comprehension achievement. As a result, they are less interested in further activities related with the reading text. The fact shows that strategies which are challenging the students are needed so that they are more curious in reading class.
According to Anderson (2006), reading is requires a high level of muscular co-ordination, sustained, effort and concentration. It is clear that reading is not easy as people think. It is not easy to have the ability of drawing meaning from the printed page and interpret the information. That is why the teaching strategies are needed.
However, not all teaching strategies are applicable for reading comprehension. The teaching strategies needed are those are able to connect the students’ prior knowledge with the new information in given text.
One of the strategies is INSERT, this strategy stands for Interactive Notation System for Effective Reading and Thinking. It uses symbols or notation such as check mark or plus sign as a way for the reader to respond to the text while reading. It is used by relating what they know previously to new information that is found in the text. It also helps them to identify what they do not know or are confused about text during reading.
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the teacher as facilitator. In SQ3R lesson teacher encourage to stimulus and develop the comprehension by activating students’ background knowledge.
Inspite teaching strategy another factor that influence of reading comprehension is the student own personality. One of student personality that includes and related in learning process is curiosity. Curiosity, undoubtedly, is a personal factor that really affects the success of teaching and learning in the classroom. (Driscoll, 2005, p.295) declares curiosity, in children and adults alike, is a strong motivor of learning. When learner’s curiosity is well provoked, they will have great wander through the tasks given by the teachers, new sensation directed towards the process of learning, positive behavior and better concentration and attention while teaching and learning process occur. Those attitudes, of course, are considered as strong motivators to facilitate cognitive, affective, and psychomotor developments in teaching and learning any skills, including reading comprehension.
Moreover, a deeper level of curiosity by creating a problem situation which can be resolved only by knowledge-seeking behavior states (Keller, in Driscoll, 2005, p.296). When the students are exposed to INSERT and SQ3R strategies in comprehending a text, they, actually are treated to be information seekers since they must be aware of what they know and what they believe and they must confront what they know and believe with the information conveyed by the writer in a text.
Based on the explanation, it is believed that teaching strategies and the level of students’ curiosity significantly affect reading comprehension
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discovering the effect of INSERT and SQ3R strategies in improving the students’ reading comprehension for those who have high and low curiosity.
1.2 The Problems of the Study
Based on the background above, the problems of this study are formulated in questions such as the following;
1. Is the students’ reading comprehension achievement taught by using INSERT strategy significantly higher than that taught by using SQ3R strategy?
2. Is the students’ reading comprehension achievement with high curiosity higher than that with low curiosity?
3. Is there any significant interaction between teaching strategies and students’ curiosity?
1.3 The Objectives of the Study
In the line with the problems, the objectives of the study are:
1) to find out whether the students’ reading comprehension achievement taught by using INSERT strategy is higher than taught by using SQ3R strategy.
2) to find out whether students’ reading comprehension achievement of high curiosity is higher than reading comprehension achievement of low curiosity, and
3) to find out whether there is significant interaction between teaching strategies and students’ curiosity in students’ achievement on reading
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1.4 The Scope of the Study
There are many strategies which are probably used by teacher for improving the students’ achievement in teaching reading comprehension, but in
this case, the scope of the study is intended to discuss only on INSERT strategy and SQ3R strategy. Dealing with these strategies, the curiosity of students will be also investigated. By knowing high and low curiosity of students this study is expected to give clearer description on the effect of teaching strategies and curiosity on students’ achievement in reading comprehension.
And the types of text that would like to be used as the sample of reading comprehension is exposition text. Since the text often appears in National Examination and mostly the students give the wrong answer to the questions on this type of the text. The students’ achievement in reading comprehension will
tested deals with taxonomy of comprehension, they are: literal, inferential and critical comprehension.
1.5 The Significances of the Study
The findings are expected to be useful for development of theory and practice. Theoretically, it is able to give positive contributions for teaching in overcoming problem in reading through value finding in the area of teaching reading. Moreover, this study will extend students’ knowledge, develop their
knowledge of decoding skills and expand their ability to comprehend what they read.
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