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THE EFFECT OF TEACHING SRTATEGIES AND CURIOSITY ON

STUDENTS’ READING COMPREHENSION

A Thesis

Submitted to the English Applied Linguistics Study Program

In Partial Fulfillment of the Requirements

For Magister Degree

By:

UZIANA

Registration Number: 8116112018

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL

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A Thesis

THE EFFECT OF TEACHING STRATEGIES AND CURIOSITY ON STUDENTS’ READING COMPREHENSION

By:

Uziana

Registration Number: 8116112018

English Applied Linguistics Study Program Postgraduate School State University of Medan

This Thesis was examined on 12th Januari 2017 by the Board of Examiners

Approved by Adviser Commission

Advisor I Advisor II

Prof. Dr. Berlin Sibarani, M.Pd Dr. Anni Holila Pulungan, M.Hum NIP. 19570615 198203 1 005 NIP. 19700522 200112 2001

The Head of English Applied The Director of Linguistics Study Program Postgraduate School

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APPROVAL

This thesis was examined on 12th January 2017 by the Board of Exeminers. Board of Exeminers

1. Prof. Dr. Berlin Sibarani, M.Pd _______________ NIP. 19570615 198203 1 005

2. Dr. Anni Holila Pulungan, M.Hum _______________ NIP. 19700522 200112 2001

3. Prof. Busmin Gurning, M. _______________ NIP. 19590713 198601 1 001

4. Dr. Rahmad Husein, M.Ed _______________ NIP. 19620629 198803 1 002

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ABSTRACT

Uziana. Registration Number:8116112018. The Effect of Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension. A Thesis. English Applied Linguistics Study Program. State University of Medan. 2016

The objectives of this experimental research are to find out whether: 1) The students’ achievement in reading comprehension taught by using the Directed Reading Thinking

Aactivity (DRTA) strategy was higher than taught by using the Questions-Answer Relationship(QARs) strategy. 2) The students’ achievement in reading comprehension with

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ABSTRAK

Uziana. Pengaruh Strategi Pembelajaran dan keinginantahuan siswa terhadap Hasil Belajar Siswa dalam Membaca.Tesis. Program Studi Linguistik Terapan Bahasa Inggris. Universitas Negeri Medan. 2016

Penelitian eksperimen ini bertujuan untuk mengetahui apakah: (1) kemampuan siswa dalam membaca yang diajarkan dengan strategi Directed Reading Thinking Activity(DRTA) lebih tinggi daripada kemampuan siswa dalam membaca yang diajarkan dengan strategi

Questions Answer Relationship(QARs),(2) kemampuan siswa dalam membaca yang memiliki

keinginantahuan tinggi lebih tinggi daripada kemampuan siswa dalam membaca yang memiliki keingintahuan rendah, dan (3) ada interaksi antara strategi pembelajaran dengan keinginantahuan terhadap kemampuan siswa dalam membaca. Populasi penelitian meliputi seluruh siswa kelas sebelas MAN KP. Teungoh ajaran 2016/ 2017. Jumlah populasi penelitian adalah 160 siswa. Jumlah sampel dalam penelitian ini adalah 60 siswa yang diambil dengan menggunakan teknik cluster random sampling. Desain penelitian adalah penelitian eksperimen dengan faktorial 2x2. Siswa dibagi ke dalam dua kelompok eksperimen. Kelompok eksperimen pertama(XI IPA2) diajarkan dengan strategi pembelajaran. Directed Reading thinking Activit(DRTA) dan kelompok eksperimen kedua(XI IPS1) diajarkan dengan strategi pembelajaran Questions Answer Relationship(QARs). Tes kuisioner keingintahuan dilaksanakan untuk mengelompokkan siswa ke dalam kelompok siswa dengan keinginantahuan tinggi dan rendah. Kemampuan siswa dalam membaca teks diukur dengan menggunakan tes pemahaman membaca.Data penelitian dianalisa dengan

menggunakan ANAVA dua jalur pada taraf signifikansi α=0.05. Hasil penelitian

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LIST OF TABLES

Page

Table 1.1 Mean Score of the Students’ Achievement in Reading Comprehension of MAN KP

TeungohLangsa, School Year of 2013/ 2014………... 2

Table 2.1 Characteristics of High and Low Curiosity…...………..………...……27

Table 3.1 Factorial Research Design (2x2)………..………..38

Table 3.2. Specification of Reading Comprehension Test.….……….40

Table 3.3 Specification of Curiosity Statements……….42

Table 3.4. the Procedure of DRTA and QARs strategies………..……..43

Table 3.5 validity of the test………...…….48

Table 3.6 The Difficulty Index Criteria……….………...………50

Table 3.7 The Discrimination Index Criteria……….………….51

Table 4.1 Summary of data analysis………..………..55

Table 4.2.Frequency Distribution of Students’ Achievement in Reading Comprehension Taught by Using DRTA Strategy……….………56

Table 4.3. Frequency Distribution of the Students’ Achievement in Reading Comprehension Taught by Using QARs Strategy………..………..………58

Table 4.4. Frequency Distribution of Students’ Achievement in Reading Comprehension with High Curiosity……….………...60

Table 4.5. Frequency Distribution of Students’ Achievement in Reading Comprehension with Low Curiosity Taught by Using DRTA Strateg………62

Table 4.6. Frequency Distribution of Students’ Achievement with High Curiosity Taught by Using DRTA Strategy……….………..64

Table 4.7 Frequency Distribution of Students’ Achievement with Low Curiosity Taught by Using DRTA Strategy………66

Table 4.8. Frequency Distribution of Students’ Achievement in Reading Comprehension with Low Curiosity Taught by using QARs Strategy ………..68

Table 4.9. Frequency Distribution of students’ Achievement……….70

Table 4.10. The Result of Normality Kolmogorov-Smirnov Test ………..72

Table 4.11. Result of Homogeneity Test on Groups of Teaching Strategies ………..72

Table 4.12. Result of Homogeneity Test on Groups of Curiosity………..………..74

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Table 4.14. Summary on Calculation Result of Two-way ANOVA………... 75

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LIST OF FIGURES

Page

Figure 1 Histogram of Students’ Achievement Taught by using DRTA ……. ………. 57

Figure 2 Histogram of Students’ Achievement Taught by using QARs………. 59

Figure 3 Historiogram of Students’ Achievement with High Curiosity ……….. 61

Figure 4 Historiogram ofStudents’ Achievement with Low Curiosity ..………. 63

Figure 5 Students’ Achievement in Reading Comprehension with High Curiosity Taught by using DRTA Strategi…………..……….…………. ………... 65

Figure 6 Students’ Achievement in Reading Comprehension with Low Curiosity Taught by using DRTA ……….……….. 67

Figure 7 Students’ Achievement in Reading Comprehension with High Curiosity Taught by using QARs...……….…………. 69

Figure 8 Students’ Achievement in Reading Comprehension with Low Curiosity Taught by using QARs ..……….………….………... 71

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LIST OF APPENDIXES

APPENDIX A - Reading Comprehension t est………..91

APPENDIX B - Curiosit y Questionnaire………93

APPENDIX C - Lesson Preparat ion Sheet (DRTA)……….95

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CHAPTER I

INTRODUCTION

1.1. The Background of the Study

Reading is one great habit that can truly change the life forever. Reading

can entertain and enrich people with knowledge—the only thing that does not

decay with time. Nowadays reading is the key to education so that is why when

people read any literatures related to any fields of study, their lives are rewarded

by others.

Reading means different 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, specific and

detailed information (Harmer, 2001). It means that when the students read any

texts, they learn to extract meaning from the text. In order to make sense of 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. Due to those reasons, the students need to be

taught by appropriate and suitable teaching strategies to increase their reading

comprehension.

Brown (2000: 185) states that reading is arguably the most essential skill

for success in all educational contexts and remains a skill of paramount

importance as one creates assessment of language ability. Reading also has one

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language learning, teacher actually activates students’ schemata. If the students

have limited knowledge, they automatically will not be able to write something or

speak something even though they master the structure of English well.

Alderson (2000) argues that knowledge of text genres, in terms of how

texts are organized, how information is signalled and how changes of content

might be marked, has long been thought to be of importance in comprehending

reading. In other words, knowing where to look for the main idea in a paragraph,

being able to find determinant meanings (author intent and implicit meaning of

text), and being able to identify how subsidiary ideas are marked really help the

students process the information and comprehend the whole text. Being familiar

with text genres—taught since the first grade of Senior High School, ideally, the

students have good ability on decoding and comprehending the text. But in fact, it

is found that only 65.29 % of students from public senior high school and 64.73 %

of students from private school are able to reach the score above 4.0—fixed score

decided by Depdikbud(2012). Further more, in MAN Kampung(MAN KP)

Teungoh Langsa, it is found that the major achievement of students in reading

comprehension is still under Minimal Passing Grade Criteria (KriteriaKetuntasan

Minimal: KKM). The data can be seen in table-1-1.

Table 1.1

Mean Score of the Students’ Achievement in Reading Comprehension of MAN KP TeungohLangsa, School Year of 2014/ 2015

Class Mean KKM

X 67 70

XI 66 72

XII 67 72

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The result shown by the table indicates that the students’ achievement in

reading comprehension is very low. The lowness of students’ achievement in

comprehending a text is influenced by some factors. Orasanu (1986: 33) identifies

two factors that affect the reading comprehension: internal and external factors.

Internal factors, called reader variable, refers to everything related to the readers

that includes cognitive ability and strategy, background knowledge, and affective

characteristics such as self- esteem, self- efficacy, willingness, curiosity, interest,

and motivation. External factors, called text variable, context variable, and writer

variable, refer to all factors external to the reader. Text variable includes such

elements as text modality and text-characteristics such as lexical density and

structural complexity, context variable refers to all situational elements such as

the time of reading and the place of reading, and writer variable refers to the

text-producer. Both factors interact to each other.

The interaction between internal and external factors that affect reading

comprehension achievement will lead the readers to interaction conception

regarded meaning as a product of the information encoded in text and the

knowledge and experience of the reader. It means that it was acknowledged that

the reader’s background influenced the perception of the text and the meanings

generated (McNeil, 1992). In other words, the closer the match between what the

reader already knew and the content and structure of the text, the greater the

comprehension.

As cited above, the teachers should have effective reading instruction

strategies to improve students’ reading comprehension, because effective reading

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students to make inferences about text, to think critically about the material they

read, and to creatively transform the text they encounter into other format and

form. Moreover, effective instruction in comprehension should be designed in

way that challenge students to think creatively and to display their creative

thinking to work in ways that are engaging, authentic, and enjoyable. And the

effective strategies are chosen by the researcher in this study that can be used by

teacher to accommodate these skills and improve the students’ reading

comprehension are directed reading thinking activity (DRTA) and QARs.

One of personal factors that provide motivational fuel for learning

reading comprehension is curiosity. Curiosity is considered to be an information-

seeking process that directs and motivates learning (Loewenstein, 1994). When

the students are exposed to DRTA and QARs 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 by self- questioning and they must

confront what they know and believe with the information conveyed by the

writers in a text by self- clarifying. So, it is undeniable that DRTA and QARs can

provoke curiosity in comprehending a text for the students.

Based on the explanation above, it is believed that The teaching

strategies and the level of students’ curiosity significantly affect reading

comprehension achievement of students. That is why in this research, DRTA and

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1.2. The Problems of Study

In relation with the background, therefore it is concluded that the problems

of this research are formulated as the following:

1. Is the students’ achievement in reading comprehension taught by using

DRTA strategy higher than taught by QARs strategy?

2. Is the students’ achievement in reading comprehension having high curiosity

higher than having low curiosity?

3. Is there any significant interaction between teaching strategies and curiosity

on students’ achievement in reading comprehension?

1.3. The Objectives of the Study

The primary objectives of this study are to answer the questions that

mentioned in the problem of the study, they can be listed as follow:

1. To find out whether the students’ achievement in reading comprehension

taught by using Directed Reading Thinking Activity (DRTA) strategy is

significantly higher than QARs strategy.

2. To find out whether students’ achievement in reading comprehension with

high curiosity is significantly higher than with low curiosity.

3. To find out whether there is a significant effect between teaching strategies

and curiosity in students’ achievement on reading comprehension.

1.4. The Scope of the Study

Achievement in reading comprehension is caused by many factors namely

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study, the researcher restricts the study to two teaching strategies, namely

Directed Reading Thinking Activities (DRTA) Strategy and QARs Strategy in

reading comprehension. The students, in this study, are only given explanatory

texts in grade XI. Then, the researcher will identify the level of students’ curiosity

text. By knowing the level of curiosity of the students whether they have high or

low curiosity, it is expected that this research will give clear description on the

effect of teaching strategies and curiosity on students’ achievement in reading

comprehension.

1.5. The Significance of the study

First of all, findings are expected to be useful for development of theory

and practice. Theoretically, this study will give positive input for teaching in

overcoming problem in area of reading comprehension either to the teachers,

students, or researchers through value finding in the area of teaching reading.

Practically, the finding of this research will provide students to improve their

reading comprehension and to be more enjoyable when reading process and also

teachers with series of guides of reading strategies (DRTA and QARs) related

with reading comprehension. So, they can practice both strategies in their

classroom when they are teaching reading. Then, it is also hoped that the finding

of this study will lead the teachers, students, and other researchers to multi-

dimensional perspectives and give beneficial solution to the problem faced by

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CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

5.1 Conclusions

Based on data analysis, hypotheses testing, research findings, and

discussion, it can be concluded that :

1) Reading comprehension achievement of students taught by using DRTA

strategy is significantly higher than those taught by using QARs strategy.

2) Reading comprehension achievement of students having high curiosity is

significantly higher than those having low curiosity.

3) There is significant interaction between teaching strategies and curiosity on

students’ achievement in reading comprehension. Students having high

curiosity showed significant effect in their reading comprehension

achievement if they were taught by using DRTA strategy while students

having low curiosity showed significant effect in their reading comprehension

if they were taught by using QARs strategy.

5.2 Implications

The findings of this study gives implication to the students who want to

improve their reading comprehension achievement and to the teachers who want

to develop reading comprehension skill of their students when learning and

teaching process takes part in the classroom. This study has examined two reading

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low curiosity in order to know which teaching strategy is more suitable for them

in improving their reading comprehension achievement.

The first finding of this research shows that students with high curiosity

have higher achievement in reading comprehension when they were taught by

using DRTA strategy. it implies that English teacher should try to apply this

strategy for it can activate students’ prior knowledge, retrieve information from

the text, interpret it, and reflect their understanding by creating their personal

knowledge. This strategy really helps the students become active readers.

Moreover, DRTA strategy also can make English teachers become easier in

managing learning activity because they just function as facilitator. At the end of

DRTA session, the teachers clarify the findings of the students during reading

process. Therefore, this strategy can be a good choice for English teacher in

teaching reading comprehension.

The second finding of this research showed that reading comprehension

achievement of students with high curiosity is higher than those with low

curiosity. It gives implications for English teacher that before teaching reading

comprehension, the teacher should identify their students’ curiosity. The

identification of students’ curiosity can determine the teachers in deciding what

efforts they will do to make the students pay more attention when they are

teaching reading comprehension. So, understanding that students have different

curiosity is the key to success in teaching reading comprehension since the

teachers can choose which strategy is more suitable to apply in the classroom.

The third finding of this research reveals that there is significant

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reading comprehension. It implies that any teaching strategy applied by the

teachers should be related to the levels of students’ curiosity. The way the

teachers provoke students’ curiosity determine the attitude of the students in

learning reading comprehension. Finally, it is suggested that DRTA strategy is

applied to students with high curiosity while QARs is applied to students with low

curiosity in order that they can achieve their reading comprehension achievement

significantly.

5.3Suggestions

In relation to the conclusions presented in previous chapter, it is

suggested that:

1) English teachers are recommended using DRTA and QARs strategy

because both strategies can improve students’ reading comprehension

achievement.

2) English teacher should provoke and encourage students with low

curiosity to participate more active in the classroom in order that they

can achieve better achievement in reading comprehension.

3) Other researchers can develop further study in the area of DRTA and

QARs strategies in order to improve students’ achievement in reading

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REFERENCES

Alderson, Charles. J. 2000. Assessing Reading. United Kingdom: Cambridge University Press.

Brown, D.H. 2004. Language Assessment: Principle and Classroom Practices. New York: Pearson Education. Inc.

Dale, Edgar. 1966. The Art of Reading. The Newsletter, 32, 1-4.

Danielle, S. 2007. Reading Comprehension Strategies: Theories, Interventions,

and Technologies. New Jersey: Lawrence Erlbaum Associates. Inc.

Departemen Pendidikan Nasional. 2007. Standar Isi Kurikulum Tingkat Satuan

Pendidikan. Jakarta: Direktorat Pembinaan SMA.

Fisher, Alec. 2001. Critical Thinking: An Introduction. Cambridge: Cambridge University Press

Guthrie, J. T., & Wigfield, A. 1999. How Motivation Fits Into a Science of

Reading. Scientific Studies of Reading, 3, 199–205.

Haller, E. P., 1998. Can Comprehension Be Taught? A Quantitative Synthesis of Question- Answer Relationship. Educational Researcher, 17(9), 5-8.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. England:

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Hyde, Arthur. 2006. Comprehending Math: Adapting Reading Strategies to Teach

Mathematics. Portsmouth: Hainemann. Inc.

Jamal, Abedi. Exploring DRTA Strategy for EFL Learners. National Center for

Research on Evaluation, Standard, and Students’ Testing (CREEST).

TEFL Quarterly, 26 (4), 731-738.

Jonathan, Rowson. 2012. The Power of Curiosity. UK: RSA Centre.

Kintsch,W., & Kintsch, E. 2005. Children’s Reading Comprehension and

Assessment. Mahwah, NJ: Erlbaum.

Lai, Emily. R. 2011. Metacognition: A Literature Review. Pearson’s Research Report Series: http://www.pearsonassessments.com/research. Retrieved on July 14th, 2012.

Laufer, B. 1989. What Percentage of Text- Lexis is Essential for Comprehension? Philadelphia: Multilingual Matters.

Meyer, B. 1975. The Organization of Prose and Its Effect on Memory. New York: North Holland.

Ogle, D.M. 1986. DRTA Teaching Model for Active Reader. The reading Teacher, 39, 564-570.

Olivia. 2011. The Effect of Teaching Strategies and Motivation on Students’

Reading Comprehension Achievement.

Orasanu, J. 1986. Reading Comprehension: From Research to Practice. New Jersey: Lawrence Erlbaum Associates.

Paran, A. 1996. Reading in EFL: Facts and Fictions. ELT Journal 50/1.

Paris, Scoot G. 1987. Reading and Thinking Strategies. Lexington: DC. Heath.

Perkins, K.1987. The Relationship Between Nonverbal Schematic Concept

Formation and Story Comprehension. Research in Reading English as a Second Language. Washington DC: TESOL.

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Pearson, P. David. 1978. Teaching Reading Comprehension. New York: Holt, Rinehart and Wiston.

Ramayani. 2011. The Effect Teaching Strategies and Curiosity on Students’

Achievement in Reading Comprehension.

Raphael, Taffy E. 1985. Teaching Question- Answer Relationships. New Orleans: International Reading Association.

Ross, S. 1993. Self- Assessment in Second Language Testing. Languge Testing 15 (1), 1-20.

Siegel, L. S.1993. Phonological Processing Deficits as the Basis of a Reading

Disability. Developmental Review, 13(3), 246–257.

Smith, F. 1994. Understanding Reading: A psycholinguistic Analysis of Reading

and Learning to Read. Hillsdale, NJ: Erlbaum.

Suherman. 2012. The Effect of Teaching Strategies and Self-Efficacy on Students’

Achievement in Reading Comprehension.

Urquhart, A.H. The Effect of Rhetorical Ordering on Readibility. London:

Longman.

Wu, Manfat. The Relationship between The Use of QARs strategy and Language

Gambar

Table 4.15  Summary of the Tests of Between-Subjects Effects……………………........... 75
Figure 3   Historiogram of Students’ Achievement with High Curiosity ……………………..     61

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