THE EFFECT OF USING SEQUENCE CHAIN STRATEGY ON
STUDENTS’ READING COMPREHENSION ACHIEVEMENT
ON NARRATIVE TEXT
A THESIS
Submitted to English Department, Faculty of Languages and Arts State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
PUTRI HASANAH
Registration Number: 2103121035
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
i
ABSTRACT
Hasanah, Putri. 2103121035. The Effect of Using Sequence Chain Strategy on Students’ Reading Comprehension Achievement on Narrative Text. A Thesis: English Department. Faculty of Languages and Arts, State University of Medan. 2014.
This study was aimed at finding out the effect of using sequence chain strategy on students’ reading comprehension achievement on narrative text. This study used the experimental design. The population of this study was the students of SMA Negeri 5 Padangsidimpuan. There were sixty students of eleventh grade as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by using sequence chain strategy while control group was taught without using sequence chain strategy. The instrument of collecting the data was multiple choice tests which consist of 30 items. The data were analyzed by using t-test. The calculation shows that t-observed (3,3) was higher than t-table (2,00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It means that using sequence chain strategy had significantly affected on the students’ reading narrative text comprehension.
ACKNOWLEDGEMENT
All praise to Allah SWT who always gives me blessing, power, strength and love in my entire life and in terms of my study, especially in completing this thesis entitled “The Effect Of Using Sequence Chain Strategy On Students’ Reading Comprehension Achievement On Narrative Text” as one of the requirements for the degree of Sarjana Pendidikan (S1) at English Department, Faculty of Language and Arts, State University of Medan.
In completing this thesis, the writer realized that she faced some problems and she had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express her gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department, and her Reviewer.
Dra. Meisuri, M.A., the Secretary of English Department, her Academic Consultant, and her Reviewer.
Dra. Masitowarni, M.Ed., the Head of English Education Study Program, and her Thesis Consultant.
Drs. Bachtiar, M.Pd., her Thesis Reviewer.
Mam Euis, the academic staff and administrative staff.
Her beloved parents, H. Sari Muda Pulungan S.sos and Hj. Farida Sari Dalimunte, her lovely brothers and sisters, Muthia Soraya, Aisyah Tri Ananda, Arif Rahman, Ahmad Fahreza for their endless love, pray, inspiration, motivation, mental and everything that they have given to the writer.
Overall, the writer hopes she can give a bit contribution to language education, especially major of English.
Medan, January 2015 The Researcher
TABLE OF CONTENTS
CHAPTER I. INTRODUCTION ... 1
A. The Background of The Study ... 1
B. The Problem of The Study ... 5
C. The Objective of The Study ... 5
D. The Scope of The Study ... 5
E. The Significance of The Study ... 5
CHAPTER II. REVIEW OF RELATED LITERATURE ... 7
A. Theoretical Framework ... 7
1. Achievement ... 7
2. Reading ... 7
a. The Nature of Reading Comprehension Achievement ... 8
b. The Process of Reading Comprehension Achievement ……….. 9
c. The Factors Influencing Reading Comprehension Achievement.11 d. Levels of Reading Comprehension Achievement………12
5. Assessing Reading Comprehension Achievement ... 24
B. Conceptual Framework ... 26
C. Hypothesis ... 28
CHAPTER III. RESEARCH METHOD ... 29
A. Research Design ... 29
B. Population and Sample ... 29
C. The Instrument for Collecting Data ... 30
D. The Procedure of Collecting Data ... 30
2. Reliability ... 35
G. The Technique for Data Analysis………... 37
CHAPTER IV. THE DATA AND DATA ANALYSIS ... ….38
A. The Data ... ….38
B. The Data Analysis ... ….41
C. Testing Hypothesis ... ….45
D. Research Findings ... ….46
E. Discussion ... ….46
CHAPTER V. CONCLUSION AND SUGGESTION ... ….49
A. Conclusions ... ….49
B. Suggestions ... ….49
References ... ….51
LIST OF TABLES
Pages
Table 1.1 Students who could not pass the passing grade (KKM)……… 3
Table 2.1 Sequence Chain Graphic Organizer ... 19
Table 2.2 Sequence Chain Graphic Organizer of Six Table ... 22
Table 3.1 Research Design……….29
Table 3.2 The Treatment for Experimental Group……….31
Table 3.3 The Treatment for Control Group………..32
Table 3.4 The Reliability of the Test………. 35
Table 4.1 The Score of Pre-Test and Post-Test by the Students of Control Group……….39
Table 4.2 The Score of Pre-Test and Post-Test by the Students of Experimental Group………40
Table 4.3 The calculation of t-test for Experimental Group………..41
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LIST OF APPENDICES
Pages
APPENDIX A. PERCENTAGE POINTS OF THE T DISTRIBUTION………53
APPENDIX B. Lesson Plan of Experimental Group……….54
APPENDIX C. Lesson Plan of Control Group ... 67
APPENDIX D. Instrument of the Text ……… 79
APPENDIX E. Test of Experimental Group and Control Group……….80
APPENDIX F. The key answer of the test………...87
APPENDIX G. Treatment of Experimental Group... 88
CHAPTER I
INTRODUCTION
A. The Background of the Study
In many countries foreign languages are learned by a large number of
students who will have little or no opportunity to converse with native speakers,
but who will have access to literature and periodicals or scientific and technical
magazines or newspapers written in the language they are learning. As learning is
a complex experience process to get knowledge, people use the language to
exchange information. It can be ideas, feelings, and thought.
Exchanging the information not only using their language but also
sometimes using another language. People must study another language to reach
their goal. As lingua franca, English has been studied by many people in the
world. English print is everywhere. Everybody can see the pamphlets, magazines,
bills, school materials, advertisements, work instruction, and mails are printed in
English that comes to their way. That is show how important English nowadays.
In learning English, there are four domains of language skills that must be
simultaneously achieved by the students namely listening, reading, speaking and
writing.
Reading plays a particularly important role in education. Many task and
problems in learning can be solved by reading. Therefore, Indonesia education
system demands a lot of reading in the process of learning. In Indonesia, the
curriculum of 2006 namely Educational Level – Oriented Curriculum (KTSP –
2006) states that every senior high school students should be able to communicate
genres such as descriptive, narrative, procedure, recount and report text
(Depdiknas, 2006).
Although what is happening in the text may be explained to the students,
research suggests we are able to teach students how to comprehend text. Direct
instruction of reading strategies that improve comprehension may aid students to
become stronger at comprehending text independently.
Students need to know how to learn from reading in order to be able to
enter the present literate society and have a successful communication. Reading
has been defined as an active process in which readers shift between sources of
information, elaborate meaning and strategies, monitor their comprehension, and
use the social context to reflect their response (Walker, 2000).
Research studies foreign language reading confirmed the importance of
reading strategies on developing language learners’ reading comprehension skills.
They argue that strategy use is different in more and less proficient readers, who
use the strategies in different ways. Moreover, it has been acknowledged that
reading strategies can be taught to learners and that reading strategy instruction
can benefit all students.
Based on observation and interview with the teacher that was done by the
author in grade XI senior high school at SMAN 5 Padangsidimpuan, it was found
that the students were not given the opportunity to organize the important
elements in a right order. It also found that the students had the tendency to focus
on the parts that were most appealing to them. The students also did not given the
story by starting with the end. And the last they rather try to retell the story as one
large chunk so they couldn’t grasp the idea(s) and answered the questions based
on the text(s).
From 31 students, there were only 9 students that could pass the passing
grade (KKM) which made by the teacher, the score of the passing grade was 75,
and moreover, it was happened because the approach that was used by the teacher
was not suitable. The teacher just applied lecturing method.
Table 1.1 Students who could not pass the passing grade (KKM)
NO Students’ initial name score Passing grade (KKM)
The demand on teachers to help students improve reading comprehension
is tremendous. Students are expected to use higher level thinking skills while
answering questions. There are a vast amount of strategies that have been
suggested to help improve reading comprehension such as Comprehension
monitoring, Cooperative learning, Use of graphic and semantic organizers
(including sequence chains organizer), answering, Question generation, Story
From the conditions of the school, the best treatment for the problems is
conducting a research by using a strategy that is Sequence Chain that parts of
graphic organizer.
Some researchers have conducted studies about teaching through sequence
chain strategy. Zaini (2010) conducted a research at University Putra Malaysia for
educational studies found the results suggested that students’ use of sequence
improve students’ reading comprehension skills in the areas of noting details,
making inferences, and comparing and contrasting. Results further suggest
graphic organizers improve students’ ability to recall sequence of events and
identify details during oral retells. Zare (2013) also conducted a research about the
relationship between reading comprehension and the used of sequence graphic
organizer among Malaysian ESL Learners stated that sequence chain helped
students comprehend text by identifying key elements before, during, and after
reading. They note key characters, setting, and events. Sequence Chain will keep
students organized by using the same process regardless of the type of reading
assigned. Sequence Chains are not simply for recreating the order of events, but
also for reviewing how thinking develops, actions unfold, and processes that
occur in any situation. This strategy is useful in reading, solving problems,
experimenting, and creating. Dista (2009) conducted a research about sequence
chain strategy has steps to make students easier to comprehend the text and to be
Based on the explanation above, the results of their research studies
unanimously confirmed the positive relationship between the using of sequence
chain to the reading comprehension achievement.
B. The Problem of the Study The problem of the study was:
“Does the use of sequence chain strategy significantly the students’ reading
comprehension achievement?”
C. The Objective of the Study
The objective of the study was to find out the effect of using sequence
chain strategy on the students’ reading comprehension achievement.
D. The Scope of the study
Sequence chain that used graphic organizer can be functioned as strategy
and as a media. The form of the text in this research is limited namely narrative
text as Educational Level – Oriented Curriculum (KTSP – 2006) states that the
student must be able to comprehend the meaning of the texts in forms of recount,
narrative, expository, procedure, descriptive, and report in the context of daily
life. To minimize the wide area, this research only focuses on identifying the
effect of using sequence chain strategy on the students’ reading comprehension
achievement on narrative text.
E. The Significance of the Study The study was useful for:
1) Theoretically, to help teacher/researcher find out the way of teaching
2) Practically, it can be used sequence chain as strategy in teaching to
increase students’ ability in comprehending reading narrative text.
3) Other researcher can develop the related study to improve learning through
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The main objective of this study was to determine whether there was any
improvement of students’ comprehension achievement in reading narrative text in the
group using sequence chain strategy.
Based on the result of this study, the researcher found that the students’
comprehension achievement in reading narrative text taught by using sequence chain
strategy was higher than the students taught by using QAR. It was indicated from
analyzing the data statistically that the result of calculation of t-test that t-observed
value 3,3 was higher than t-table value 1.67 at the level of significant of 0.05, which
implies that the alternative Hypothesis (Ha) was accepted.
B. Suggestions
The study showed that the using sequence chain strategy could improve the
students’ comprehension achievement in reading narrative text. Based on the
conclusion given, the writer suggests that:
1) The teacher to use strategy in teaching comprehension in reading narrative
text specially sequence chain because students experience the new
atmosphere in learning and they more motivated and interested in learning
2) Those who are interested in carrying out further research related to this
