THE EFFECT OF USING PROBLEM BASED LEARNING STRATEGY ON STUDENTS ACHIEVEMENT IN READING NARRATIVE TEXT.

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THE EFFECT OF USING PROBLEM BASED LEARNING

STRATEGY ON STUDENTS’ ACHIEVEMENT IN

READING NARRATIVE TEXT

A THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

PUTRI RAMADANI LUBIS

Registration Number. 2103321031

ENGLISH AND LITERATURE DEPARTEMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Lubis, Putri Ramadani. 2103321031. The Effect of Using Problem Based

Learning Strategy on Students’ Achievement in Reading Narrative Text. A Thesis. English Department. Faculty of Languages and Arts. State University of Medan. 2014.

The objective of this study was to investigate whether Problem Based Learning Strategy significantly affected on students’ achievement in reading narrative text. This study was an experimental research design. The population of this study was grade XI students of SMA Swasta Bhayangkari-2 Rantau Prapat with the total number 60 of students as samples taken by using cluster sampling technique. The students were divided into two groups, namely experimental and control group. The experimental group was taught by using Problem Based Learning Strategy, while the control group was taught by using Direct Instruction. The instrument of collecting data was multiple choice tests of pre-test and post-test. To obtain the result of the reliability of the test, the Kuder Richardson formula (KR21) was used. The result of the calculation showed that the reliability of the test was 0.80, which means that the reliability of the test was high. The data were analyzed by using t-test formula. The result of the analysis showed that tvalue was higher than ttable (3.65 > 2.00) at the level of significance 0.05 with the degree of freedom (df) 58. It means that there is a effect of using Problem Based Learning Strategy on the students’ achievement in reading narrative text.

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ACKNOWLEDGEMENTS

The greatest gratitude is expressed to Allah SWT, the Almighty and Most

Beneficial for His Grace, Guidance, Praise, Honor and Mercy that has been given to writer so that she finally accomplishes her thesis entitled “The Effect of Using Problem Based Learning Strategy on Students’ Achievement in Reading Narrative Text”.

This thesis is submitted to the English Department, Faculty of Languages

and Arts, State University of Medan as a partial fulfillment of the requirements for

taking the degree of Sarjana Pendidikan. During the process of completing this

thesis the researcher has worked with a great number of people, through their

guidance, suggestions, and comments for which the researcher would like to

extend her sincere 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 Languages and Arts Faculty, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,

 Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study Program.

 Dr. Rahmad Husein, M.Ed., her Thesis consultant.

 Prof. Dr. Lince Sihombing, M.Pd, Drs. Willem Saragih, Dipl, Appl., M.Pd and Johannes Jefri Gultom, S.Pd. M.Hum., her Thesis Examiners.

 All Lecturers who have taught her in this English Department for giving knowledge, advices and amazing study experiences.

 Sihat Ridwanto Siregar, S.Pd, the Principal of SMA Swasta Bhayangkari-2 and Era Atma Dara Damanik, the English Teacher.

 Presen Lepeli Lubis and Leginah, her beloved parents, Fitri Elfiani and Suriyadi her sister and brother in law, Dwi Fahrezi and Wulandari, her

lovable nephews, Alm. Sofyan Kadry Lubis, her beloved cousin and her

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 Her beloved friends,the students of English Department, Misida, Nova, Rizka, Rafiqa,Soraya, Dika and also the other students in Extension A,

B, C 2010.

 Her special one, Ade Pratama Siagian, Her beloved close friends Febry Nasution, M. Yusuf Sipahutar A.Md, Sertu Muh. Ravi Ravsanjani T, and

all people who cannot be mentioned one by one, she says thank you.

Last but not least, the researcher resizes that her thesis still has some

weakness and mistakes. Thus, she would be grateful to accept any suggestion and

correction from anyone for the better writing.

Medan, January 2015 The Researcher,

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LIST OF TABLE

Table Page

Table 2.1 The Example of Narrative Text ………... 16

Table 3.1 Research Design ……… 21

Table 3.2 Table of Specification ……….. 22

Table 4.1 Table Score of Pre and Post Test in Experimental

Group ... 28

Table 4.2 Table Score of Pre and Post Test in Control

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LIST OF APPENDICES

APPENDICES Page

A. Lesson Plan ……….. 42

B. Question Sheets ……… 78

C. The Scores of Pre Test and Post Test of Experimental Group …. 88 D. The Scores of Pre Test and Post test of Control Group ……….. 89

E. The Scores of Reliability of The Test ……….. 90

F. The test for homogeneity of pre test and post test ……….. 92

G. The Calculation of T-Test for Experimental Group ……… 96

H. The Calculation of T-Test for Control Group ………. 97

I. The Table of T-Table ………... 99

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CHAPTER I

INTRODUCTION

A. Background of Study

English is an international language. Living in this globalization era makes

people have a must to master English, because English has an important role in

the various kinds of activities, such as : communication, technology, economics,

politics, etc. In short, English language is very important to be learnt now.

English as a foreign language in Indonesia is taught from elementary level

up to university. Learning English means that people have to learn four basic

language skills, they are : listening, speaking, reading, and writing. Reading is one

of the important skills in teaching English ,as Sharan (1999) states that reading is

an essential skill for English as a second or foreign language students (ESL/EFL) ;

ESL is the use or study of English by speakers with different native languages and

EFL is a traditional term for the use or study of the English language by

non-native speakers countries where English is generally not a local medium of

communication. For many studies, reading is the most important skill to be

masteredbecause it helps people to keep their minds active and growing. With

strengthened reading skills, ESL/EFL readers will make greater progress and

attain greater development in all academic areas.

Reading as one of the four language skills becomes very important and

cannot be separated in language learning because students have to read any kinds

of book to increase their knowledge, and most of scientific books available are

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skill, reading is clearly one of the most important. Many instance around the

world argue that reading is the most important foreign language skill, particularly

in cases where students have to read English material for their own specialist

subject but may never have to speak the language , such cases are often referred to

as English as a library language.

There are three reasons to recommend reading as one of the language

programs in English as Foreign Language (EFL) class. First, students can usually

perform at higher level in reading than in other skills; second, they can accurately

understand written materials that they have not yet prepared to discuss them

accurately; third, reading is a productive skill. Although one may read fictions for

pleasure, one often reads nonfictions with eyes to perform the pleasure reading

which serves to integrate a variety of language activities and purposes. Scientific

and technological information written in English are available in large number

nowadays. To access such information, the students need to be able to read and

understand written sources.

In fact, reading is not as easy as people think, it is not easy to have the

ability of drawing meaning from the printed page and interpret the information

appropriately. Consequently, students will need to read the text two or three times

to get even approximate sense. All these take time and make students give up

because of lack of motivation. Reading passage is bound to be difficult for them

and they predict that the whole reading passage will be frustrating.

Sometimes, the students are bored with the material which are presented in

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problem in reading comprehension faced by junior, senior, and university students

in Indonesia are still poor. Although some teachers have used many strategies in

reading instructions to make students interested in doing reading comprehension

tasks, yet they just cheat or guess the answer of the questions or the result was

unsatisfied in doing reading tasks.

It is the fact thatmajority of the students are not independent readers and

do not achieve good ability of it. The fact shows that when the students face the

test, some of them cannot use the time wisely and answer the question

correctly.From the facts above, the researcherhad decided to use a strategy which

would help the students to achieve good ability in reading narrative texts. The

major strategy that used is Problem Based Learning Strategy (PBL)

The PBL format actually originated from the medical school, and is now

used in other schools. The goals of PBL are to help the students develop flexible

knowledge, effective problem solving skills, self-directed learning, effective

collaboration skills and intrinsic motivation. Problem-based learning is a style of

active learning.In PBL classroom, the teacher provides students with appropriate

problem to work on, assist them in identifying and accessing the materials and

equipment necessary to solve the problem, gives necessary feedback and support

during the problem solving process, and evaluates the students participation and

products, with the goal of helping them develop their problem solving as well as

their language and literacy skills. Sanjaya (2006) states that PBL is good

technique in understanding, increasing, critical thinking, developing and

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Based on the research report result about using PBL to reading

comprehension, Hasibuan (2010) shows that teaching reading comprehension of

narrative text by using PBL significantly affect the students’ reading

comprehension. Prakash (2013) shows that PBL activities with authentic media

and reading procedure significantly noticeable positive enhancements in the

academic writing of the students. Rahman (2010) shows that teaching poem by

using PBL improve students’ ability speaking. In Science, Nasruddin (2010)

proves that teaching biology by using PBL improves students’ ability in studying

of biological variety. In physics, Mutoharoh (2011) shows that teaching physics

by using PBL makes students learn more active and creative to solve the problem.

By having those research report above, it can be concludedthat Problem Based

Learningstrategy is good to be applied in doing research.Beside the strategy, the

researcher carried the reading comprehension focuses to narrative text.

The purpose of narrative text is to entertain, gain and hold reader's interest;

however, writers of memoirs and novels often relate complex stories that examine

universal ideas, events, and issues. In addition, speakers, advertisers, and

politicians use stories to persuade us to accept or reject an idea. In effect, students

need to learn the purposes and methods of narration in order to understand the

narrative framework and to eliminate frustration when they read.Narrative

framework is part of involving someone that relates the main story to another

character, and it shows how someone affects character in the present. The

narrative framework can help the readers recognize person and character as they

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entertaining reading audience although it generally always does so, but the

problem of narrative itself must also find some way of being resolved. Good

problem solving skills are necessary part of reading narrative.

B.Problem of Study

Based on the background of study, the research problem is formulated as

follows :“Does problem based learning strategy affect the students’ achievement

in reading narrative text ?”

C.Objective of Study

The objective of study is to find out the effect of using Problem Based

Learning on the students’ achievement in reading narrative text.

D.Scope of Study

It has been mentioned in the background that the texts being discussed

only deals with narrative text. This research describeshow problem based learning

strategy gives lines for teachers and administrators on implementing Problem

Based Learning Strategy in classes and outlines of the benefits and challenges of

Problem Based Learning Strategy approach with the students.

The scope of study just focused on narrative text. Eventhough, base on

levels of comprehension, there are four levels of reading comprehension namely :

literal comprehension, interpretive comprehension, critical comprehension and

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interpretive comprehension. Because the population that used was still the second

year student of senior high school.

E.Significant of Study

This research finding are expect to be useful for :

1. English teachers who are expected to improve their English teaching quality

in teaching learning process.

2. The students who are expected to learn more about reading skills and get

motivation in improving their reading skill.

3. The researchers who may apply the same strategy in conducting further

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

The data analysis showed that Problem Based Learning Strategy (PBL)

affected students’ reading comprehension. Based on the calculation of t-test which

showed that ttable at level significance of 0.05 with (df) 58, or 3.65>2.00 at level

significance of 0.05 with (df) 58. The students could improve their ability in

comprehending the text when they were taught by using Problem Based Learning

Strategy (PBL).

Due to the research finding of this study, it is obtained that the students

who are taught reading narrative text by using Problem Based Learning Strategy

(PBL) have higher achievement than the students who are taught by using Direct

Instruction.It means that the hypothesis states that Problem Based Learning

Strategy (PBL) gives an effect on the students’ reading achievement in reading

narrative text is accepted.

B. Suggestions

Since teaching reading comprehension by using Problem Based Learning

Strategy (PBL) has a significant effect to improve students’ achievement in

reading narrative text, it is suggested that:

1. English teachers to apply the Problem Based Learning Strategy (PBL) in

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2. Students follow the steps on Problem Based Learning Strategy (PBL) to

improve their achievement in reading comprehension particularly in reading

narrative text.

3. Other researchers who may apply Problem Based Learning Strategy (PBL)

for further research. It is suggested for them to manage the sufficient time

when applying the cooperative learning group in Problem Based Learning

THE EFFECT OF USING PROBLEM BASED LEARNING STRATEGY ON STUDENTS ACHIEVEMENT IN READING NARRATIVE TEXT.