THE EFFECT OF PREDICTION AND INFERENCE STRATEGY ON STUDENTS’ READING COMPREHENSION IN ANALYTICAL EXPOSITION TEXT.

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THE EFFECT OF PREDICTION AND INFERENCE STRATEGY

ON STUDENTS’ READ

ING COMPREHENSION

IN ANALYTICAL EXPOSITION TEXT

A THESIS

Submitted in Partial Fulfillment of the Requirements For the degree of Sarjana Pendidikan

By:

ERA ENJELYNA LUMBANRAJA

REGISTER NUMBER: 2113121022

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Lumbanraja, Era Enjelyna. 2113121022. The Effect of Prediction and Inference Strategy on Students’ Reading Comprehension in Analytical Exposition Text. A Thesis. Faculty of Languages and Arts, State University of Medan. 2016.

This study aims at investigating the effect of prediction and inference strategy on

students’ reading comprehension in analytical exposition text. This study was

conducted by using experimental research design. The population of the study was the students of grade XI of SMA Negeri 14 Medan in the academic year 2015/2016; two classes were selected as the sample by applying random sampling. The sample was divided into two groups. The Experimental group (XI IPA 1) was taught by applying prediction and inference strategy, while the control group (XI IPA 3) was taught by using direct instructional teaching. The data of the study were obtained by using objectives test. To determine the reliability of the test, the writer used KR 20 formula. The data calculation showed that the coefficient of reliability of the test was 0.81. It showed that the test was reliable. The data were analyzed by applying t-test formula and the result of the study showed that t-observed (4.29) was higher than t-table (2.00) (t-observed > t-table) at the level of significance of α = 0.05 and at the degree of freedom (df) = 58. It

means that prediction and inference strategy significantly affects students’ reading

comprehension in analytical exposition text or in other word the alternative hypothesis is accepted.

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ii give guidance, suggestions, advices, comments and moral supports. Therefore, the writer would like to express her thanks and sincere gratitude 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, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.  Dra. Meisuri, M.A., the Secretary of English Department and her academic years and has given guidance, support, and comments.

 Prof. Dr. Busmin Gurning, M.Pd., her Reviewer and Examiner, who has given her precious time, guidance, suggestions, and comments.

 All the Lecturers of English Department who have taught, guided,

and advised her throughout the academic years.

 Eis Sri Wahyuningsih, M.Pd., as the Administration Staff of English

Department, for her attention, assistance, and information in completing this thesis.

 Sofyan, S.Pd., the Headmaster of SMA Negeri 14 Medan, for his

permission in allowing the writer to do observation and to collect the data needed for the thesis.

 Nurjannah, S.Pd., M.Hum., the English Teacher of SMA Negeri 3

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 Her beloved parents, Barita Lumbanraja and Nurliana Harinja, her lovely brothers, Aji Lumbanraja and Carlos Lumbanraja, for their everlasting love, prayer, great motivation, courage and everything that that they have given to the writer during the study and in completing the thesis. This thesis is dedicated to you

 Her beloved bestfriends, Fibie Liona, Irdawati Siagian, Dwi Suci

Indahswari Tarigan, Yessi Van Carmelia Simbolon, Lestaria Doloksaribu, Indah Pratama Prida, Intam Nilam Sari, Siti Khairin Nasroh, Novia, Aryadi M Gultom, Jelita Sitorus, Harni Gultom for the courage, support, help and spirit during the

completing of her thesis.

 Her lovely family in R/N HKBP Binjai Amplas, especially Gr.

Klemens Situmeang, Bang Jubi Simanjuntak, Kak Ferty Hutajulu, Bang Richi Suhendra Manullang, Jenny Tobing, Ester Sinaga, Artha Tambunan, Ochien Tobing, Ricky Purba, Mangisi Sihombing, Mori Silitonga, Ester Siregar, for their prayer,

motivation, support, and spirit during completing this thesis.

 Her lovely sisters, Yusnita Tamba, Jesika Puspita Sari, Ardhana

Sipahutar, Paskah Sitorus, Sadarni Damanik, for their time,

support and spirit.

 Her friends in Regular Dik A 2011, for their togetherness throughout the four years

 Her friends in PPLT 2014 SMK Soposurung, especially for Rohana

Tarawati, Angela Mutia, Debora Panjaitan, Ganda Sianipar, Ira Simamora, Rades Sianipar, Iwandi Sagala for the togetherness and

the experiences shared. And also for those who cannot mentioned on by one.

Last but not least, the writes realizes that this thesis still has the paucity and mistakes, she conveniently to accept suggestions, comments, critics and advices for the better writing.

Medan, February 2016 The Writer,

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LISTS OF TABLE

Pages

Table 1.1 The Eleventh Grade Students’ Score of Reading Test ... 3

Table 3.1 Research Design ... 27

Table 3.2 Treatment in Experimental Group ... 30

Table 3.3 Conventional Teaching in Control Group ... 31

Table 4.1 Students’ Achievement Score in Pre-test and Post-test ... 38

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LIST OF FIGURE

Pages

Figure 2.1 The example of Analytical Exposition Text ... 19

Figure 4.1 Students’ achievement score in Pre-test ... 39

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LIST OF APPENDICES

Pages

Appendix A. Pre-Test And Post Test for Experimental And Control Group ... 56

Appendix B. Answer Key of Reading Test Pre-Test and Post-Test ... 64

Appendix C. The Scores of Pre-Test and Post-Test ... 65

Appendix D. The Scores of Validity ... 67

Appendix E. The Scores of Reliability ... 68

Appendix F. The Calculation of Reliability ... 70

Appendix G. The Table Calculation of t-Test ... 71

Appendix H. The Calculation of t-Test ... 74

Appendix I. Percentage Points of T Distribution ... 76

Appendix J. Test for Homogeneity of Variance of Pre-test in Experimental and Control Group ... 77

Appendix K. Test for Homogeneity of Variance of Post-test in Experimental and Control Group ... 79

Appendix L. Test for Distribution of Frequency in Experimental Group... 81

Appendix M. Test for Distribution of Frequency in Control Group ... 84

Appendix N. Testing Normality in Experimental Group ... 87

Appendix O. Testing Normality in Control Group ... 89

Appendix P. Table of Normality from 0 to Z... 91

Appendix Q. List of Testing Liliefors ... 92

Appendix R. F-Distribution (α = 0,05 in the Right Tail) ... 93

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CHAPTER I

INTRODUCTION

A.

The Background of the Study

Reading is one of the basic skills that should be mastered by the students in learning English. It has a significant contribution to be successful in learning.

Reading is the reader’s act to gain the information which is stated directly or

indirectly in the text. Through reading, students will be able to increase their knowledge. They will get useful information so that they can think critically because they have a wide insight.

According to Snowling and Hulme (2011) reading is primary goal of learning education, in which the goal of reading is to get the competence in understanding and comprehending the text. In reading skill, the students are not only expected to read the text in good pronunciation or to find out the meaning of each word within the text but also to understand, to evaluate and to recognize the

writer’s ideas of the reading text.

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The internal factor comes from students themselves such as minimum vocabulary, lack of knowledge and reading interest. This situation makes the students having difficulties in getting the meaning in the text. Another factor is external factor which comes from out of the students, such as teaching strategy and materials that the teacher uses in teaching reading. The teacher still uses conventional teaching. The teacher only asks the students to read the text, find out the difficult words, and translate the words into Indonesian. Then, last activity is answering the questions in the textbook. The materials that the teacher provides is also unattractive, therefore the students feel that reading is boring activity and

they can’t improve their knowledge.

However, according to The Nation’s Report card: Reading 2013, there is only 33% of all eight graders which are in above a proficient level, while 42% at a basic level, and 23% at below-basic level. It means that more than 60% of students in eighth grade in 2013 were struggling to comprehend the text. It means that the ability of the students to comprehend is still lower; therefore, the students

can’t comprehend the text well.

The problem of students in comprehending a text was found in SMA Negeri 14 Medan while the writer did the observation. The writer asked the

students’ opinion about reading class. Most of the students said that reading text

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structure of the text and answer the questions in the text book. These strategies made the students feel bored and do not have willingness in reading the text. The

writer found the data of XI grade students’ score in the first semester at 2014/2015

academic year from English teacher. The students got the score below Minimum Competence Criteria (Kriteria Ketuntasan Minimum) of English lesson. The score of reading test from the students can be seen as follows.

Table 1.1 The Eleventh Grade Students’ Score of Reading Test

Class Semesters Score Students Percentages

XI-IPA-1 2nd Semester

Source: SMA Negeri 14 Medan (2015)

The Minimum Completeness Criterion (KKM) in SMA Negeri 14 Medan was 75. From the data above, it can be concluded that students’ reading comprehension is still low. From 60 students, there were only 18 Students got score of Minimum Competence Criteria and 42 students who did not get the score of Minimum Competence Criteria.

In addition, based on the writer’s experience at Teaching Practice in PPLT

2014 in Vocational high school, most of the students were not able to read and comprehend the text. It was caused by the lack of vocabulary and teaching

learning process isn’t effective. Most of the students were passive in the class. They also have minimum score in English Subject.

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strategy. Prediction and Inference Strategy is one of the strategies that is useful to help the students to gain the meaning of the text.

Prediction and Inference strategy is an effective strategy to develop their mental models to combining the current text information with one’s own experience in order to create meaning that not directly states in the text. It means

creating connections and making educated guesses that go beyond the author’s

exact words or images.

Zwiers (2010: 99) states that the students use the text clues and our background knowledge to predict what will happen next in a text or what we will learn later in a text. Students then go through the text to confirm, discard, change, or make new predictions, based on new evidence that comes up. Prediction provides the students with motivation and purpose for reading. It also helps the mind preparing itself to understand the upcoming ideas in the text.

Through, Prediction and Inference strategy, the students would be effectively and automatically combine the text and their background knowledge to make good inferences and predictions. Prediction and Inference strategy facilitate the students to set up the purpose of reading and anticipate what the students will read. It can be concluded that Prediction and Inference strategy is an appropriate strategy to teach reading comprehension in order to help the students building their thinking process in comprehending the text.

The previous research by Thomas (2005) in ESL students’ classroom.

Prediction and inference used as a strategy to build the students’ comprehension

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concept with their implicit or personal knowledge. Another research by Baretta et, al (2009) proved that students in University of Auckland, New Zealand who taught by using inference strategy significantly better in comprehending reading expository text than when reading narrative text. The students generally bridging inferences more easily and were better of judging the unsuitability of expository text. In addition Linda (2007) concluded that prediction and inference strategy has significantly affected the students in sixth-graders from two Canadian urban centers in reading comprehension by establishing textual coherence or embellishing meaning in the text.

Based on the explanation above, the researcher was interested in conducting a study by applying Prediction and Inference Strategy on students’ reading comprehension in analytical exposition text.

B. The Problems of the Study

Based on the background of the study, the research problem of this study was formulated as the following: “Is there any significant effect of prediction and inference strategy on students’ reading comprehension in analytical exposition text?”

C. The Objectives of the Study

The objective of this study was to investigate whether there is a significant

effect of Prediction and Inference strategy on students’ reading comprehension in

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D. The Scope of the Study

There were several strategies that can be used to improve reading comprehension. In this study, the writer only focused on applying Prediction and Inference strategy on students’ reading comprehension in analytical exposition text.

E. The Significance of the Study

The findings of this study are expected to be useful as,

a. Theoretically, the findings of this study are expected to enhance the theories of reading comprehension.

b. Practically, the findings of this study is expected to give feedback to: 1. English teachers, they can use this strategy as a reference in

teaching reading to improve the students’ reading comprehension

especially analytical exposition text.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis, it is concluded that applying prediction and

inference strategy significantly affects the students’ reading comprehension in

reading analytical exposition text. Thus, the students’ score in experimental group was higher than the students score in control group. The calculation of the data in the testing hypothesis showed that t-observed 4.29 was higher than t-table 2.000, it means that the alternative hypothesis (Ha) is acceptable.

B. Suggestions

This study showed that reading comprehension by using prediction and

inference strategy could improve students’ reading comprehension in analytical

exposition text. In relation above, some suggestions are offered as the following: 1. Since Prediction and Inference strategy is significantly effective, it is

suggested that the teacher should apply this strategy in teaching process in order to improve students’ reading comprehension in analytical exposition text.

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THE EFFECT OF PREDICTION AND INFERENCE STRATEGY ON STUDENTS’ READING COMPREHENSION IN ANALYTICAL EXPOSITION TEXT.