i
IMPROVING THE STUDENTS’ READING ACHIEVEMENT THROUGH
MAKE A MATCH METHOD AT THE THIRD GRADE IPS CLASS
OF SMA TAMANSISWA MALANG
T H E S I S
By:
WIDYA AYU CHANDRA
09360204
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
ii
IMPROVING THE STUDENTS’ READING ACHIEVEMENT THROUGH
MAKE A MATCH METHOD AT THE THIRD GRADE IPS CLASS
OF SMA TAMANSISWA MALANG
THESIS
This Thesis is submitted to meet one of the requirements to achieve Sarjana Degree in Education
By:
WIDYA AYU CHANDRA
09360204
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
iii
This thesis written, by Widya Ayu Chandra, was approved on November 1st, 2013.
By:
Advisor II Advisor I
iv
This thesis is defended in front of the examiner of the Faculty of Teacher
Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree in English Education
on November 1st, 2013
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Dean,
Dr. Poncojari Wahyono, M. Kes
Examiners: Signatures:
1. Dr. Sudiran, M. Hum 1. ………
2. Drs. Imam Mahfudz 2. ………....
3. Riza Elfana, M.A 3. ………
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MOTTO AND DEDICATION
MOTTO
“....
Verily, with the hardship, there is relief (i.e. there is one hardship with two
reliefs, so one hardship cannot overcome two reliefs). So when you have finished
(from your occupation), then stand up for Allah worship (i.e. stand up for
prayer). And to your Lord (Alone) turn (all your
intentions and hopes and) your invocations
….“
(QS. Al Inshirah: 6-8)
“…
And whosoever fears Allah and keeps his duty to Him, He
will make a way for him to get out (from every difficulty)
…”
(QS. At-Talaq: 2 )
Strength does not come from winning.
Your struggles develop your strengths.
When you go through hardships and decide not to surrender.
That is strength.
(By Arnold Schwarzenegger)
DEDICATION:
I DEDICATE THIS THESIS TO:
MY BELOVED FATHER AND MOTHER,
MY YOUNGER BROTHER AND SOULMATE,
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ACKNOWLEDGEMENTS
Alhamdulillah, all praise due to Allah SWT because of His gracious, mercies, blessing, He gives the researcher spirits and patience in finishing this thesis. May sholawat and salam always be given to the beloved Nabi Muhammad SAW who brought us from the darkness to the lightness with the true religion, namely Islam.
In this chance, the researcher would like to express the highest gratitude and appreciation to all of people who have been involved either directly or indirectly in succeeding the thesis writing process.
Firstly, the researcher would like to give the deepest gratitude to Mrs. Riza Elfana, M.A as the first advisor and Mr. Drs. Jarum, M.Ed as the second advisor for their patience, guidance, and advices for the completion of this thesis.
Secondly, the researcher delivered her sincere gratitude and appreciation to Mr. Widi Nugroho, S.S as the English teacher at SMA TAMANSISWA Malang and Mr. Drs. Purnomo Adji as the headmaster at SMA TAMANSISWA Malang who had given the researcher the opportunity to conduct the research.
Lastly, the researcher gave a very special gratitude to her beloved parents Dwi Yono and Ponamah who have supported the researcher in everything financially, morally, and spiritually, thus, she can finish her thesis. Special thanks are also given to my beloved younger brother Virga Indrawan for his pray and support. The
researcher’s friends in the boarding house (KOS KESYA): Susy, Tyas, Endang, Ismy, Yati, Bina, Ulfa, Nia, Bunga, Nining, Nanda and Yuli. Thanks for support and motivation. Her Best friends, Rizca and Indri, thanks for the prayer, support, and togetherness. Her soulmate, Suhendra Dwi Ramadhani, thanks a lot for love, prayer, support, spirit, advice, and inspirations for finishing this thesis. Also, to all of her friends in English Department that cannot be mentioned one by one, thank you for your help and suggestion. For those people that had already been mentioned above, may God give His blessing and protect all of us, Amin.
Malang, November 1st, 2013
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CHAPTER II REVIEW OF RELATED LITERATURE 2.1The Definition of Reading ... 10
2.2Reading Comprehension... 12
2.3Reading Achievement ... 13
2.4Cooperative Learning ... 14
2.4.1 Characteristics of Cooperative Learning ... 16
2.4.2 Benefits of Cooperative Learning ... 17
2.4.3 Elements of Cooperative Learning ... 19
2.4.4 Methods of Cooperative Learning ... 20
2.5 Make a Match Method ... 23
2.5.1 Procedure of Make a Match Method ... 24
2.5.2 The Strengths of Make a Match Method ... 25
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CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ... 28
3.2 Population ... 30
3.3 Instruments ... 32
3.3.1 Pre-test ... 33
3.3.2 Post-test ... 33
3.4 Data Collection... 33
3.5 Data Analysis ... 39
CHAPTER IV FINDINGS AND DISCUSSION 4.1 Research Findings ... 41
4.1.1 The result of Pre-test of Experimental Group ... 41
4.1.2 The result of Pre-test of Control Group ... 41
4.1.3 The result of Post-test of Experimental Group ... 42
4.1.4 The result of Post-test of Control Group ... 42
4.1.5 The result of Hypothesis Testing ... 43
4.2 Discussion... 44
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 46
5.2 Suggestions ... 47
REFERENCES APPENDICES
I. The Students’ Mean Scores
II. Lesson Plan of Experimental Group
III. Lesson Plan of Control Group
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V. The Pre-test and Post-test
VI. The Pre-test of Experimental Group
VII. The Post-test of Experimental Group
VIII. The Pre-test of Control Group
IX. The Post-test of Control Group
X. The Time Table of The Study
XI. The Manual Counting of Independent Sample t-test
XII. The Documentation of Students’ Activities
XIII. The Letter of Clarification of Doing Research
REFERENCES
Amri, Sofan & Iif Khoiru Ahmadi. 2010. KONSTRUKSI PENGEMBANGAN PEMBELAJARAN Pengaruhnya terhadap Mekanisme dan Praktik Kurikulum. Jakarta: PT. Prestasi Pustakaraya
Ary, Donald. 2010. Introduction to Research in Education. Canada: Cengage Learning
Callahan, F. Joseph & Clark H. Leonard. 1988. Teaching in the Middle and Secondary School Third Edition. United State of America: Macmillan Publishing Company
Dyan, Puspitasari. 2012. Improving Students´ Speaking Motivation Through A Counseling Technique At Year-8 Of SMP N 3 Kutowinangun. Published S2 Thesis. State University of Yogyakarta
Doddy, Achmad, et.al. 2008. Developing English Competencies for Grade XI of Language Programme Senior High School (SMA/MA). Jakarta: Setia Purna Invest
Duggan, Mauna S. 2009. A CRITICAL EXAMINATION OF THE EFFECTS OF COLORED PAPER ON THE ACADEMIC ACHIEVEMENT OF FOURTH GRADERS IN READING COMPREHENSION AND VOCABULARY. Published Ph.D. Thesis. Auburn University
Eno, Linda P. 2011. Comparing the Reading Performance of High-Achieving Adolescents: Computers-Based Testing Versus Paper/Pencil. Published Ph.D. Thesis.Seton Hall University
Gillies, Robyn M. 2010. Teachers’ Reflections on Cooperative Learning: Issues of
Implementation. Australia: Elsevier Ltd.
Hamra, Ariffudin & Eny Syatriana. 2010. DEVELOPING A MODEL OF TEACHING READING COMPREHENSION FOR EFL STUDENTS. The Thesis Journal, (online), (http://journal.teflin.org/index.php/teflin/article/viewFile/209/151 accessed on February 11st, 2013)
Irianto, Agus. 2010. STATISTIK: KONSEP DASAR, APLIKASI, DAN PENGEMBANGANNYA. Jakarta: PRENADA MEDIA GROUP
Johnson, et.al. 1984. Circles of Learning, Cooperation in the Classroom. Association for Supervision and Curriculum Development. (online), (http://go.hrw.com/ resources/ gosc/gen/HSTP010.pdf accessed on March 28th, 2013)
Kagan, Spencer & Miguel Kagan. 2009. KAGAN COOPERATIVE LEARNING. San Clemente, CA: Kagan Publishing
Kagan, Spencer. 2001. Kagan Cooperative Learning Structures for success!. (online), (http://www.kaganaustralia.com.au/LiteratureRetrieve.aspx?ID=102001 accessed on February 9th, 2013)
Khan, Shafqat A. 2008. AN EXPERIMENTAL STUDY TO EVALUATE THE EFFECTIVENESS OF COOPERATIVE LEARNING VERSUS TRADITIONAL LEARNING METHOD. Published Ph.D. Thesis. International Islamic University Islamabad
Mulyarsih. 2010. Improving Social Science Achievement through Make A Match Cooperative Learning Model at Students of Year IV Harjowinangun 01 Primary School, Tersono Batang. Journal, (online) (http://journal.unnes.ac.id /nju/index.php/kreatif/article/viewFile/1674/1880# accessed on February 14th, 2013)
Nevills, Pamela. 2009. Building The Reading Brain. United States of America: Corwin Press
Orlich, et. al. 2010. Teaching Strategies: A Guide to Effective Instruction, Ninth Edition. USA: Wadsworth, Cengage Learning
Perfetti, A. Charles. 2001. Reading Skills. Oxford: Pergamon
Priyana, Joko, et.al. 2008. Interlanguage: English for Senior High School Students XI Science and Social Study Programme. Jakarta: PT Grasindo
Rusman. 2011. Model- Model Pembelajaran: Mengembangkan Profesionalisme Guru. Jakarta: Rajawali Pers
Setyosari, Punaji. 2010. METODE PENELITIAN DAN PENGEMBANGAN. Jakarta: Predana Media Group
Sukardi. 2004. METODOLOGI PENELITIAN PENDIDIKAN Kompetensi dan Praktiknya. Jakarta: PT Bumi Aksara
TIM Edukatif HTS. English Module for Even Semester SMA/MA XI. Surakarta: CV HAYATI TUMBUH SUBUR
Trianto. 2010. PENGANTAR PENELITIAN PENDIDIKAN BAGI PENGEMBANGAN PROFESI PENDIDIKAN DAN TENAGA KEPENDIDIKAN. Jakarta: Predana Media Group
Umam, Musoddaqul, et.al. 2007. Wonderful World Grade XI for SMA/MA students. Malang: DINAS PENDIDIKAN KOTA MALANG
Valle, Jan W. 2010. Rethinking Disability: A Disability Studies Approach to Inclusive Practices. New York: McGraw-Hill Companies
Villa, Richard A. 2010. Collaborating With Students In Instruction and Decision Making. United State of America: Corwin A SAGE Company
Wahyuni, Sri. 2010. The Effectiveness of Using Make-a Match Method in Teaching Reading Comprehension to the First Grade Students of SMP N 2 Sulang, Rembang. Unpublished S1 Thesis. State University of Semarang
Walker, B.J. (1988). Diagnostic Teaching of Reading: Techniques for Instruction and Assessment. New York: Merrill Publishing Company
Wijarwadi, Wendi. (2008). THE EFFECTIVENESS OF CONTEXTUAL TEACHING
AND LEARNING IN TEACHING SPEAKING. Published S1 Thesis. Syarif
Hidayatullah State Islamic University
Winarsunu, Tulus. 2009. Statistik Dalam Penelitian Psikologi Pendidikan. Malang: UMM Press
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CHAPTER I
INTRODUCTION
This chapter discusses the background of the study, the statement of the
problem, the purpose of the study, the hypothesis, the significance of the study, the
scope and limitation, and the definition of the key terms.
1.1 Background of the Study
English is the most widely used language around the world. English is the
world language and people all over the world use it as a lingua franca for business,
education, political and technology contexts. In current situation, four big countries in
the world use English as their national language, they are United Kingdom, United
States, Canada and Australia. Besides, all commonwealth countries also speak
English as their second language. Indeed, English is also used as one of the formal
languages in United Nation. In this case, we can imagine how big the influence of
English in current global situation.
Indonesian government absolutely realizes with this situation, so that, they
decide English as a compulsory subject to learn in formal school. According to
Wijarwadi (2008), based on GBPP (Garis- Garis Besar Pedoman Pengajaran/ The
General Instruction of Teaching), the teaching-learning process of English
concentrates on the four skills, those are listening, speaking, reading, and writing.
One of those skills has important point in mastering English, for example is
2
in all aspects of life, including school, work, and the community. It is a major key to
access knowledge, gain independence, and exercise life choices. Nevills (2009: 7)
stated that reading is an acquired skill and not a natural process, most people do
become fluent readers, but not without a lot of work. Learning to read is a long,
gradual process that begins in infancy.
Certainly, reading is very important in academic life. Reading is a
developmental process that involves being able to identify words in text, understand
what the words mean, seek connections for word meanings, and do all this with speed
and fluency (Nevills, 2009:110). Snow, Burns, & Griffins (1998) (in Nevills, 2009:8)
stated reading in any language poses a challenge, but reading in English is
particularly difficult. In fact, teachers often find difficulty to lead the students to be
active and enjoy in learning reading subject. It is intensely essential to select a certain
teaching method for reading skill because reading subject tends to make the students
bored in the classroom. Therefore, the teachers are expected to selectively implement
teaching method which avoids the students being bored in reading subject.
There are so many appropriate teaching methods which are suitable to
improve the students’ reading achievement. There is certain method which improves
the students’ reading achievement and emphasizes on student-centered learning. For
instance, cooperative learning models that contain some methods which make the
whole students active and cooperative during reading learning process. Cooperative
learning is a broad term that encompasses many forms of group work in which all
3
develop ideas. Students can be grouped in many ways, including by interest, by
strength, or at random (Valle, 2010:122).
There are methods of cooperative learning model namely Jigsaw,
Think-Pair-Share, Numbered Heads Together, Group Investigation, Two Stay Two Stray, Make a
Match, Listening Team, Inside-Outside Circle, Bamboo Dancing,
Point-Counter-Point, and The Power of Two (Suprijono, 2011:89). Cooperative learning model is
not entirely new for the teachers. Model of cooperative learning is learning model
that prioritizes the groups. Each student in the group has different abilities (high,
medium, and low) and if possible a member of the group coming from learning
model prioritizes cooperation in solving problems to apply the knowledge and skills
in order to achieve learning objectives. According to Kagan (2009:63), literally
hundreds of studies which demonstrate cooperative learning boost achievement more
than traditional methods. Cooperative learning outperforms competitive and
individualistic learning structures across all age levels, subject areas, and almost all
tasks.
In order to make the students active and cooperative during reading learning
process, the researcher uses one of those kinds of cooperative learning model that is
Make a Match method. Rusman (2011:223) stated that Make a Match method is one
of methods in cooperative learning. This method is developed by Lorna Curran
(1994). The implementation of this method is started from technique, each student
gets a card (questions and answers), then they have to seek a suitable partner with the
cards he holds. The students who have found their partners before the deadline will
4
while learning about a concept or topic in a fun atmosphere. According to Mulyarsih
(2010)
The implementation of Make a Match method found several findings that this
method engages the students’ cooperation in answering question by matching
the card that they hold, the learning process more interesting and seems most of the students become more enthusiasm in joining learning process, and the
students’ participation appears when the students find a suitable partner with
the cards he holds. It is the characteristic of learning that stated by Lie (2010:10), cooperative learning is learning which emphasizes on mutual assistance and group cooperation.
Make a Match method appears to be very interesting because it helps the
students focus to the content of the card and encourage active reading. Suprijono
(2011: 95) stated that in the middle of Make a Match method implementation steps
the groups of students who hold the question card and answer card have to find their
matched-cards, and the teacher gives them an opportunity to have discussion related
to the content of their cards. Thus, having discussion unconsciously will make the
students understand the topic of the discussion that they are studying.
In addition, the strength of Make a Match method is to generate students’
motivation to engage actively in the learning process. Amri (2010: 182) stated that
the students intensely enjoy this Make a Match method because it is not boring and
the teacher stimulates the students’ creativity by using media. Indeed, by
implementing this method, it helps the teacher have less involvement. Suprijono
(2011:96) stated that in the Make a Match method, the teacher is just responsible for
monitoring the students and facilitating them by giving confirmation in the last
session. Amri (2010: 182) stated that in the steps of Make a Match method every
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card that they hold. Here, Make a Match method (Seeking Couple) evokes more on
the students’ involvement and responsibility for each other in finding the matched
card.
Wahyuni (2010) investigated The Effectiveness of Using Make a Match
Method in Teaching Reading Comprehension to the First Grade Students of SMP N 2
Sulang, Rembang in the Academic Year of 2009/2010 showed that the Make a Match
method is effective to help the students improve their reading comprehension. The
previous study showed the experimental group got 74.67 in average and 75% in
percentage of achievement. Then, the control group got 64.40 in average and 65% in
percentage of achievement. The t-test application to the scores showed that the
estimated t value (3.27) was higher than the critical t value (2.0043). Therefore, there
was significant difference between the students who were taught using Make a Match
method and the students who were not. The higher achievement in experimental
group shows that using Make a Match method in teaching reading comprehension to
the first grade students of SMP N 2 Sulang, Rembang in the academic year of
2009/2010 is effective.
Concerning with the strengths of the Make a Match method, the researcher is
interested in applying this method in SMA TAMANSISWA Malang especially in the
third grade of IPS class. Regarding the English mastery, Indonesian students are
likely to have difficulty in reading comprehension. Hamra & Syatriana (2010) in their
research in five SMAs (senior high schools) in South Sulawesi, Indonesia, stated that
most teachers at senior high school that the reading comprehension of their students
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different reasons: (a) lack of vocabulary, (b) lack of learning support, (c) lack of
language knowledge, (d) pronunciation difficulties, (e) lack of knowledge of words,
phrases, paragraphs, and passage or texts (f) lack of the application of reading
strategies, (g) lack of reading skills and reading interest, and (h) lack of reading
amount (i) lack of reading motivation.
Here, the researcher had experience in practice teaching at SMA
TAMANSISWA Malang, especially in the third grade of IPS class. While practice
teaching was conducted, the researcher found the students’ problem during learning
reading. For instance, only few students had willingness to read, some students found
difficulty and even the rest of them were poor to understand and catch the message in
the text. Because of those reasons, the third grade of IPS class of SMA
TAMANSISWA Malang are selected to be the subject of the research. According to
Wijarwadi (2008), actually, there are many factors that make students’ reading
achievement low. It might be caused by internal and external factors. Motivation,
interest, and intelligence are the examples of internal factors. Meanwhile, economic
background, learning materials and teachers’ performance including their teaching
methods are the examples of external factors. It requires the appropriate technique
and method in order to achieve better learning outcomes in language teaching. In fact,
there are many students who are not skilled on it. It can be proved by the students’
mean score in their mid semester which was below 75. Therefore, the writer wanted
to conduct a study on Make a Match to improve the students’ reading achievement to
7
1.2 Statement of the Problem
Based on the background of the study, the research problem is formulated as
follows:
Does Make a Match method improve the students’ reading achievement to the
third grade IPS Class at SMA TAMANSISWA Malang?
1.3 Purpose of the Study
This research is aimed to know whether Make a Match method improves the
students’ reading achievement or not.
1.4 Hypotheses
Hypothesis Alternative :
Make a Matchmethod improves the students’ reading achievement
Hypothesis Null:
Make a Matchmethod does not improve the students’ reading achievement
1.5 Significance of the Study
This research has two advantages as follows:
Theoretical benefits
1. This research is expected to give benefit to broaden students’
8
2. The result is expected for the next researcher as an input and a
reference related to the research
Practical benefits
1. The result is expected to give information for the teacher to use new
teaching technique which based on the student group learning that can
be applied in their school, especially Make a Match method.
2. The result will help the students to be more active and cooperative
during learning process
1.6 Scope and Limitation
Based on the background of the study, the study has scope and limitation. The
scope of this study is focused on the use of Make a Match method in teaching
reading comprehension. In addition, this study is limited to the third grade
students of SMA TAMANSISWA Malang especially on IPS class.
1.7 Definition of Key term
Make a Match Method : Make a Match ( Seeking Couples) or Mix N
Match is method; which the student is given a
card related to the topic, they move repeatedly
about quizzing each other and trading card.
9
card matches theirs. (http://www.kaganaustralia.
com.au/LiteratureRetrieve.aspx?ID=102001)
Cooperative Learning : Cooperative learning is a broad term that
encompasses many forms of group work in
which all members rely upon one another to
solve problems, create solutions, practice skills,
or develop ideas. Students can be grouped in
many ways, including by interest, by strength,
or at random. (Valle, 2010:122)
Reading Achievement : Reading achievement is understood to refer
to critical reading scores as measured by
