ABSTRACT
A COMPARATIVE STUDY OF
STUDENTS’ READING
COMPREHENSION ACHIEVEMENT TAUGHT THROUGH SQ3R
TECHNIQUE AND TAUGHT THROUGH TRANSLATION TECHNIQUE
AT THE SECOND YEAR OF SMP NEGERI 8 BANDAR LAMPUNG
BY
ZULPRI
An apropriate technique is needed to be matched and fit with types of the text on
the students’ reading. Especially, Junior High School based
on the curriculum
2006 have function texts as their reading materials. The technique used has
become the important thing to be realized and applied. Since the English teacher
do not know the apropriate technique which can be applied to the students.
Therefore, the writer tried to introduce these techniques. This is expected to make
the students’ reading more effective and efficient. In
this case, the writer tried to
solve the problem by having a comparative
study of students’ reading
comprehension between students who are taught through SQ3R technique and
those who are taught through Translation technique at the second year of SMP
Negeri 8 Bandar Lampung.
Related to the problem above, the objective of this research, therefore, is to find
out whether there i
s any significant difference on students’ reading
comprehension between students who are taught through SQ3R technique and
those who are taught through Translation technique at the second year of SMP
Negeri 8 Bandar Lampung.
ACKNOWLEDGEMENT
Praise to God for His blessing and mercy that the writer is able to finish his script entitled “A Comparative Study of Students’ Reading Comprehension who are taught through
SQ3R Technique and those taught through Translation Technique at the Second Years of SMP Negeri 8 Bandar Lampung”. This script is submitted as a compulsory fulfillment of the requirement for S1 degree of English Education Study Program at Teacher Training and Education Faculty of University of Lampung.
It is important to be known that this script would never have come into existence without any support, encouragement, and assistance by several gorgeous persons. Here the writer would like to address his gratitude and respect to:
1. Drs. Sudirman, M.Pd. as the writer’s first advisor, for his kindness, willingness to give assistance, ideas, encouragement, and scientific knowledge within his time during the script writing process.
2. Budi Kadaryanto, S.Pd., M.A. as the writer’s second advisor, for his kindness, suggestion, and patience in guiding the writer finishing this script.
3. Dr. M. Sukirlan, M.A. as the writer’s examiner for his valuable suggestions and ideas to make this script more valuable.
6. My beloved mother T. Sitanggang and father H. Sihombing, thank you for your endless love, support, and prayer, may the only God pay your love and devotion back within His never ending blessings.
7. My brother and sister: Praka Cosmos Sihombing, Erna Ester Sihombing,
Haposan Dodi Sihombing, Dameir Aquino Sihombing, Chrisdayanty Sihombing, thank you for your support and motivation.
8. My boarding House friends: Sukijo, S. Kom, Supriyanto, S.Pd., M.Pd, Ridwan Wobowo, Cahyo, A.Md, Dicky Asriyadi, A.Md., S.E., Nyoman Ardike, Junaidi, Anjar, Ferdy, M. Hafis.
9. All the English Department of Lampung University 2006 generations: Meutia Pebriani, S.Pd, Riski Dian Novita, S.Pd, Lidya Shinta Mutiara, S.Pd, Jaka Dirgantara, S.Pd, Setio Agung Wibowo, S.Pd, Eka Setiawan, S.Pd, M. Khadafi, S.Pd, Eka Hartati, S.Pd, Sheila Younita, S.Pd, Iffa Ismi Soraya, S.Pd, Elnovrina Miranda Lamsiyah, S.Pd, Friska Mei Indah Sari, S.Pd, Riska Rahma, S.Pd, Erlan Heryanto, S.Pd, Agiska Prana Citra, S.Pd, Rismars Hulda Aprilia, S.Pd, Lidya Utami, S.Pd, Nadya Nathania, S.Pd, and all of my friends that can not be mentioned one by one.
that it can give some contributions and can be references for educational purposes.
Bandar Lampung, September 201 The writer,
1.
Examination Committee
Chairperson: Drs. Sudirman, M. Pd. ...
Examiner : Dr. M. Sukirlan, M. A. ...
Secretary: Budi Kadaryanto, S.Pd., M. A. ...
2.
The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M. Si.
NIP 19600315 198503 1 003
I. I NTRODUCTION
This chapter discuses about background of the problem, formulation of the
problem, objective of the research, uses and scope of the research as important
information in order to have clear description of introduction.
1.1 Background of Problem
The aim of reading stated in 2006 Curriculum is that the students are able to
understand monologue and functional texts. Monologue text is a text that should
be mastered and known by the students of Junior High School. It can be in forms
of short article, narrative text, recount text, procedure text, descriptive text and
report text while functional text is a text used for everyday information. It is
called functional because it helps the reader function in day-to-day life, it can be
in form of invitation card, TV schedule, advertisement, a memo and a pamphlet
notifying the public of grand opening.
Based on the Syllabus of Junior High School, standard competence in reading is
comprehending the meaning specific information of short functional text and
competence is responding the meaning of simple monolog text that using every
kind of verbal language in accuracy, fluency, and accepted in daily life text. It is
the same as reading comprehension goal. Without understanding the text, students
will get nothing even confusing. In summary, comprehension is the necessary
basic ability for learning to read; that is, the ability to acquire meaning from print.
The students of Junior High School have to interact with types of texts while they
do not know what have to do with the texts. They have difficulties to answer the
questions from the texts. Here, the writer limited the type of the text being used in
the research is narrative text. Since this type of the text belongs to curriculum of
second year of junior high school. Based on KTSP 2006 there are some sorts of
texts such as exposition text, descriptive text, news item, descriptive text, and
narrative text. Narrative text is chosen since the students have difficulties to get
the idea and spesific information of this text. Then the topic deals with
problematic events which load to a crisis or turning point of some kind (climax) in
turn finds a resolution, like historical story, legend, fairy tales, folktale, etc.
The English teachers at SMP Negeri 8 did not realize the appropriate technique of
reading which is needed to be applied in various types of the text they interact.
The result is that the purposes of their reading are not achieved. The students still
find difficulty to get the information in the text i.e. the main idea or the specific
information. For example, the students have to identify the specific information in
the text; they always read the whole passage word per word. It is not effective and
purpose. What they have to do is fit the technique of reading with the type of the
text they read.
There are many factors that might influence students’ problem in reading. One
may have difficulties to comprehend a passage because of some problems such as
unfamiliar code in which the text is expressed, the amount of previous knowledge
that reader brings to the text, the complexity of the concept expressed, and
vocabulary knowledge (Nuttal, 1985:5-6).
However, the writer assumed that one of most important factors is the reading
technique used in the class. As the way out of this problem, the readers need more
creative reading technique to overcome the problems. They need to be familiar
with many kinds of reading techniques that can help them to comprehend the text
much better. Among many techniques that can be applied in teaching reading
comprehension is SQ3R Technique ( Survey, Question, Read, Recite, Review).
This tecnique can help the students to understand what they read. It is one of
several effective ways to increase reading comprehension. This technique is
proposed by Robinson (1981). Using this technique for the students’ reading is
believed to help students’ reading. When applying this technique the students are
supposed to be able to comprehend a reading passage written in target language.
Another technique that can be applied in teaching reading comprehension in
translation technique. This technique belongs to Grammar Translation Method
the students are supposed to be able to catch the meaning and idea from the text
and translate the target language into the students’ native language. In Indonesia,
many English teachers usually use this technique since it is easier to present
language material in the classroom and evaluate the process of language teaching.
Moreover, the medium of instruction is native language, which is used to explain
conceptual problems and to discuss the use of particular grammatical structure.
Using the native language for the purpose of instruction is believed to give
language learners a set of clear objective and also clear sense of achievement.
Besides that, the students also need sense of security, thus the using of native
language will provide it.
Based on the 2006 English curriculum, the students are expected to be able to
understand monologue / essay and functional text. The students have to interact
with some types of texts while they do not know what they should do with the
text. The texts contain a lot of specific information such as date, name, amount,
time, etc. Unfortunately, the students only read the texts and cannot get the idea of
the text. It was found by previous writer Kusuma (2010) at SMP Tunas Harapan
Bandar Lampung. This problem rises because they can not match nor use the
technique with the texts. When they identify the specific information in the text,
they read whole of the texts. Finally, they are confused to identify the information
Referring to the background above, the writer compared between SQ3R and
translation technique whether there is a significant difference achievement of
students taught using the two techniques.
1.2 Formulation of Problem
The problem formulated in this research is:
Is there any significant difference of students’ reading comprehension
achievement between students taught through SQ3R technique and those taught
through translation tecnique at the second year of SMP Negeri 8 Bandar
Lampung?
1.3 Objective of research
The objective of the reseach is to identify whether there is any significant
difference of reading comprehension achievement between students taught
through SQ3R and those taught through translation tecnique at the second year of
SMP Negeri 8 Bandar Lampung.
1.4 Uses of The research
The uses of this research are:
a) Theoretically, as verification of theories concerning with SQ3R and
b) Practically, as information for the English teachers that one of the two
techniques in this research is more effective for the students’ reading
comprehension achievement.
1.5 Scope of The Research
The writer focused on students’ reading comprehension achievement. This
quantitative research was conducted to the second year students of SMP Negeri 8
Bandar Lampung. In the research, SQ3R technique and translation technique were
used as the technique to teach the students. The type of the text being used in the
research was narrative text, since this type is stated in curriculum of second year of
junior high school. Narrative text was chose since the students have difficulties to
get the idea and spesific information of this text. Then the topic deals with
problematic events which load to a crisis or turning point of some kind (climax) in
turn finds a resolution.
1.6 Defition of Key Terms
1.6.1 Reading comprehension is an active process of interacting with print
and monitoring comprehension to establish the meaning.
1.6.2 SQ3R (Survey, Question, Read, Recite, Review) technique is a useful
technique for fully absorbing written information. It helps the students to
create a good mental framework of a subject and also helps the English
1.6.3 Translation technique is a technique in which the students transfer the
thoughts and ideas from English to Indonesian language.
1.6.4 Narrative text is kind of text which deals with problematic events which
load to a crisis or turning point of some kind (climax) in turn finds a
II. FRAME OF THEORIES
This chapter discusses about the concept of reading, teaching reading
comprehension, concept of teaching narrative text, concept of SQ3R, procedure of
teaching reading through SQ3R, concept of teaching reading through translation,
theoretical assumption, and hypothesis of the research as important information in
order to have clear description of frame of theories.
2.1Concept of Reading
Reading is the process of deriving meaning from written or printed. Smith (1982)
points out that reading is an active process of deriving meaning. Beside that
Mackey (1979: 15) also states that Reading is an active process because it
involves an interaction between thought and language. However, Reading as an
active skill, where the readers interact with the texts and to some extent the writer.
It means if the reader finds a reading passage is interesting, his/her mind is fully
engaged in trying to understand the reading.
In reading there are five aspects which help the students to comprehend the
English text well, namely main idea, spesific information, references, inference,
First, main idea. Mc. Whother (1986: 36) said that the sentence with that state
this main idea is called the topic sentence. She adds that the topic sentence tells
what the rest paragraph is about. In some paragraphs, the main idea is not
explicitly stated in any one sentence. Instead, it is left to the reader to infer or
reason out. In other words, the main idea is not that the author develops
throughout the paragraph.
Second, specific information. Supporting sentences or specific information
develop the topic sentence by giving definitions, examples, an incidents,
comparison, analogy, cause and effect statistic and quotation.
Third, References. Reference is word or symbol that tells the readers where the
information may be found. It means that, such words are used, they are signals to
the reader to find the meaning elsewhere in the text. (Latulippe, 1986: 20).
Fourth, Inference. In relation to make inferences, (Kathleen, 1986: 31) states that
interference is an educational guess or prediction about something unknown based
on available facts and information. It is the logical connection that the reader
draws between his observes or known and what he does not know.
Last, Vocabulary. Wallace (1987: 30) states that vocabulary is the stock of words
used by the people or even person. Concerning with this statement indeed
vocabulary is fundamental for everyone who wants to read or to produce utterance
Smith (1978) conveys that reading is a process of understanding the text in term
of question that the reader formulates about the text. He also states that in reading,
the readers should be able to comprehend the text and memorize what they have
read. It is also supported by Dallman (1983) who states that reading is more than
recognition of words or than merely knowing what each letter of alphabets stand
for, it needs comprehension as well. Without comprehension, there is no reading
process that takes place. It is useless if the students only want to look at each letter
of alphabets in the written text. Reading always involves asking questions of a
text and comprehension ensues to the extent that such questions are answered.
Moreover, Harvey and Goudvis (2000) in Novalia (2008) tell that a good reader is
able to sift and sort through the text and pull out the essential or key ideas while
the struggling reader tends to pay attention to everything in the text. It means that
to comprehend the texts, the readers should be able to catch the ideas which the
author wants to convey. However, not all those ideas will be delivered if the
reader cannot understand the text they are reading.
In one point, Finnochiaro and Bonomo (1973) in Kusuma (2010) suggest that
reading comprehension is ability which depends on the accuracy and speed of
grapheme perception, that is perception of written symbol, control of language
relationship and structure, knowledge of vocabulary items and lexical
combination, awareness of redundancy, the ability to use contextual clues and
reader should be able to answer the questions formulated concerning with the text.
In this process the readers try to recreate the meaning intended by the writer.
Reading involves more than words recognition; that comprehension is an essential
of reading that without comprehension no reading takes place. Therefore, based
on the definitions above, the writer confirms that in comprehending the texts the
students have to know their technique in reading. It means to make them easier to
identify specific information in the texts that they read. One aspect that becomes
more important in the students’ reading is the reading technique. Because by
using these techniques the students can be facilitated to construct their
comprehension in reading.
2.2 Teaching Reading Comprehension
Teaching reading comprehension is the teaching activity conducted by the teacher
to make his or her students capable to comprehend the content of the written text.
Based on the syllabus of curriculum 2006, standard competence of reading is the
students are able to understand the meaning of the texts (Syllabus of Junior High
School: 15). Hedge (2003) states that any reading components of a teaching
English may include a set of learning goals for:
a) Building knowledge of language that will facilitate reading ability.
b) The ability to adapt the reading technique according to reading purpose
(i.e. SQ3R, Translation, etc).
d) Building schematic knowledge.
So, here the writer facilated the students to build their reading ability by using the
reading techniques so that the students can develop their comprehension of
written text in English.
According to Doyle (2004), comprehension is a progresive skill in catching the
meaning beginning at the word level and proceeding to attaching meaning to an
entire reading selection. All comprehension resolves around the readers’ ability in
finding and determining the main idea and topic sentence from the text. But, the
fact is many students still find the diffuculties in finding out the main idea and
topic sentence.
Reading comprehension is the heart and goal of reading, since the purpose of all
reading is to gather meaning from the printed page. The purpose of teaching
reading is to develop students’ skills so that they can read English texts effectively
and efficiently. Therefore, the students should have particular aims in their mind
before they interact with the texts. Effective and efficient reading is always
purposeful and tends to focus mainly on the purpose of the activity. Then the aim
of reading is implemented into the development of different reading techniques
such as scanning, skimming, mapping, SQ3R, and translation. These could be real
when the students read and interact with various types of text.
The writer assumed that in teaching reading, appropriate technique which was
applied referring to the purpose of reading intended to catch the comprehension.
more effective. SQ3R and translation as the reading technique were possible to be
used by the students in their reading so that they can identify and seek the main
idea or spesific information in monologue and functional texts, especially the text
that i would try to investigate is narrative text.
2.4 Concept of Teaching Narrative Text
Based on Junior High School syllabus at the level of second year (English subject
syllabus, 2006: 39) there are some kinds of text that should be taught, i.e. Recount
text, descriptive text and Narrative text should be taught. Narrative text is a kind
of text that tells the reader about an account of events (Larson, 1989: 1989).
Sudarwati and Grace (2007: 30) explained that narrative text has a purpose to
amuse, entertain, and to deal with actual or imaginative experiences in different
ways. According to Madison, the narrative design, or what we call form or
structure, is the first and final importance to any work fiction. In that structure, we
will find elements of the story; characterization, point of view, theme and plot.
Plot is the way of the story constructed.
Narrative text has the following language features:
a) Focus on specific and usually individualized participants. For example:
“The man jumped into the river. Then he helped the little boy, etc.
b) Use of the material process (action verbs). For example: “Walk, Run, Pull,
etc.
c) Use of the behavioral and verbal processes (saying verbs/ speaking verbs).
d) Use of relational process and mental process (Thinking verbs). For
example: Taste, seem, become, etc.
e) Use of Past Tense. For example: “The dog ran quickly to the home”.
f) Use of temporal conjunction (time sequence/ chronological order) and
temporal circumstances (time conjunction/ adverbial clause). For example:
“Next, After that, Then, etc.
g) Use direct and indirect speech. For example: “He said that he had been
followed by someone”.
Since narrative text deals with the events in past that have complication, the social
function this text those are to amuse or entertain the readers and to deal with
actual/ vicarious experience in different ways. Beside the social function,
narrative text also contains the text organization or generic structure as what told
by Soeprapto and Darwis (2007: 8) those are follow:
1) Orientation: (introduction) in which the characters, setting and time of the
story are established. Usually answer who? When? Where?
2) Complication or problem: the complication usually involves the main
characters (often mirroring the complications in the real life).
3) Resolution: there needs to be a resolution of the complication. The
complication may be resolved for better or worse/ happy or unhappy.
Sometimes there are number of complications that have to be resolved.
2.5 Concept of SQ3R Technique
SQ3R technique makes reading and studying purposeful and effective so that the
students use their time most efficiently. This technique was proposed by Robinson
(1981) involves five steps, namely: Survey, question, read, recite and review. It
means that to help the students in their reading process, the English teacher may
use this technique by following its steps. Nuttal (1982: 169) suggests how SQ3R
tecnnique works:
a) Survey (duration 2 minutes) means that before the readers begin to read,
they look through the whole chapter. See what the headings are the major
ones and the subheadings; hierarchical structure seem to be particularly
easy for our mind to latch onto check for introductory, summary
paragraph, and references, etc. Katheleen (1986) says that survey gives the
reader mental organization. The surveying responds to the act of skimming
the passage before actually reading it. Let’s say students’ assignment is to
read one chapter. First, get an idea of what the chapter is about by
reviewing the highlights, they are: read the title, headings and
subheadings, notice words that are italicized or bold, look at charts,
graphs, pictures, maps and other visual material, read captions, and read
the very beginning and end of the chapter.
b) Questions (usually less than 30 seconds) mean that the students should
pause to create some questions by theirselves about the content of what
students think about their aims in reading and what they want to get from
that text. It also involves some attempts at prediction. This refers to what
the good readers do when they read a text that the writer writes on the
previous page. As you survey the text, ask a question for each section. Ask
what, why, how, when, who and where questions as they relate to the
content. Here is how you can create questions, such as Turn the title,
headings or subheadings into questions and rewrite the questions at the
end of the chapter or after each subheading in your own words.Write down
the questions. Questions help the readers pay attention, understand the text
better and recall the information more easily later on.
c) Read means that the students should carefully look for the answer based
on the question made and make sure that they do not look over anything
else that is relevant. The readers read one section of the chapter at a time,
actively looking for an answer to their question for that section. Pay
attention to bold and italicized text that authors use to make important
points.
d) Recite (about a minute) means that it is not reciting the text, but the
answer of the questions made. The essential thing is to process in some
ways the silent point gained from the text. Reciting is when the readers go
over important parts of the passage (take notes, highlight, invent memory
tricks) to memorize the vital information. At the end of each section, look
for that section. Then write down your answer. Be sure to provide
examples that support it. Now repeat the Question, Read and Recite steps
for each section of the chapter. First ask a question for the next section.
Then read to find the answer. The written questions and answers can help
students study in the future.
Shepherd (1973) proposes three elements to recite, namely:
a) Read the title of the information to be learned and turn it into
question.
b) Try to answer the question silently or aloud without reading it.
c) Read the information in notes to make certain that the students can
answer the questions they made correctly.
e) Review (less than 5 minutes) means that the readers should remember
what has been learned. At this stage, the purpose is to process the
information in a useful form to integrate it with their previous experience.
After completing the chapter, the readers review their notes. Identify the
main points by looking for the most important idea in each section. Recite,
or write, a brief summary of the assignment. When the students review
their study notes every week, it helps them to remember the information.
In summary, SQ3R was an effective technique of reading that can help the student
to understand their reading since this technique has some steps that have to be
2.6 Procedures of Teaching Reading through SQ3R Technique
Nuttal (1982: 171) has explained the procedures of teaching reading through
SQ3R for groups. These procedures will be fully used by the writer to teach the
students. The procedures of SQ3R are:
a) Firstly, after the class is divided into several groups, the English teacher
provides them with the reading text.
b) Then, the English teacher asks the students to see what the headings are
major ones and the subheading; hierarchical structure seems to be
particularly easy for our mind to latch onto check for introductory and
summary paragraphs, references, etc. (Survey)
c) The English teacher asks the students to make some questions according to
the text before they read the whole text. This part of study process,
because it encourage the students to stimulate their interactive sense.
(Question)
d) For the complete input the English teacher asks the students to read the
whole text carefully. This part contributes the students with a good
complete comprehension. They can add the information that they have not
known. (Read)
e) Following the read stage, the English teacher asks the students to answer
the questions they made, and share their ideas with other students. (Recite)
f) The last, the English teacher asks the students remember what has been
useful form in order to integrate the information the students have just
learned with their previous experience Review).
A. Advantages and Disadvantages of SQ3R Technique
There are some advantages and disadvantages of SQ3R Technique (Jennifer A.
Huber), they are:
1. Advantages of SQ3R Technique
Jennifer A. Huber (1961) states that the advantages of SQ3R technique are:
a) It helps the students make sense of unfamiliar information text.
b) It makes the students’ reading to be purposeful and meaningful, so
that they can use time most effectively.
c) It provides a structured approach to studying.
2. Disadvantages of SQ3R Technique
a) Requires several time to prepare students to learn how to work in
groups.
b) Requires some time to make groups that each group has heterogeneity
in their member ability.
c) Requires long time in “Reading” stage, because it emphasizes upon
2.7 Concept of Teaching Translation Technique
Translation is one of technique that can be used for teaching Reading. Richards
(1976: 1) says that translation is a general term referring to the transfer of thought
and ideas from one language (source of language) to other language (target
language) whether the language in written or spoken forms. It means that
translation is the process of giving the closest meaning or natural equivalent of
words, phrases, and sentences of one language into another language whether in
written or spoken forms. Translation technique is a foreign language teaching
technique derived from the classical technique of teaching Greek and Latin. The
technique requires students to translate whole text word for word and memorize
numerous grammatical rules and exceptions as well as enormous vocabulary lists.
The goal of this technique is to be able to read and translate literary masterpieces
and classics. The application of teaching reading through Translation technique in
the school is by translating the text to comprehend it.
It is known that translation technique can be regarded as one of the techniques
applied to teach the reading comprehension. Translation technique belongs to
traditional ways of teaching English which is Grammar Translation Method
(GTM). It is the fact that the technique is still widely used by the teachers to teach
English included at Elementary School, Junior High School and also Senior High
The procedures of teaching Reading through translation (Larsen- Freeman 1996)
are as follows:
1) The teacher gives the students a text.
2) The teacher explains the reading text.
3) The students write out the answers to reading comprehension questions.
4) The students translate new words from the target language to their mother
tongue.
5) At the end of meeting, the teacher together with the students evaluates the
result of the exercises.
According to writer’s experience when conducting Teaching Practice Program
(PPL) experience, writer believed that Translation technique is effective for
teaching reading communicatively, since the students can catch the reading
materials easily. This technique is still used by the English teacher in some part of
Indonesia. It seems that they prefer to use this technique because it is easier to
present the language materials in the classroom and to evaluate the process of
language teaching.
2.8 Procedure of Teaching Reading Comprehension through Translation Technique
1) Pre reading activity
The class was opened with greeting that is responded by the students.
Then the teacher checked the students’ attendance list. After that, the
teacher distributed the text.
2) While reading activity
The teacher read the text and the students listen carefully. Then the teacher
asked the students to read the text individually. After that, the teacher
asked the students to mention the difficult words and the teacher told about
the meaning. Soon after that, the teacher asked the students to translate the
text from the first paragraph until the end to mother tongue.
3) Post reading activity
The teacher asked the students’ answer by pointing the students one by
one randomly. When the student's answer was wrong the teacher asked
other students to do it. The difficult question that can not be answered by
the students would be finally answered by the teacher. The last, the teacher
closed the class.
Following procedure of teaching reading through Translation adapted from
Larsen-Freeman (2000: 15-17), those are:
1. The English teacher distributes the students a written text.
3. The students translate the passage from the target language to their mother
tongue.
4. The English teacher asks the students in their native language if they have
any question; students ask questions and the teacher answer the question
in their native language.
5. The students write out the answer to reading comprehension questions.
6. The students translate new word from the target language to their mother
tongue.
7. The students are given a grammar rule and based on the example they
apply the rule by using the new words.
8. The students memorize the rule
9. Errors are corrected by providing the right answer.
The writer believed that translation technique is still effective to teach reading
comprehension to the students. The English teachers in Indonesia still use this
technique, for instance in SMP Negeri 8 Bandar Lampung. It might seem that they
prefer to use this technique to other well-developed technique since it is easier to
present the materials in the class and to evaluate the process of language teaching.
B.Advantages and Disadvantages of Translation Technique
The advantages and disadvantage of Translation technique (Richards, 1976)
are as follows :
1) Advantages of Translation Technique
a) Translation can be done quickly. Therefore, it can help the teacher to
keep balance between the time allocation and the number of the
students in every classroom.
b) The using of native language will give a set clear of objective that
finally will give the students the security since they can understand the
most of instruction.
c) Translation is not limited, as it can be used to explain many different
type of words.
2) Disadvantages of Translation Technique
a) Not every English words has exact equivalence in native language
b) Translation is considered too quickly. Therefore, it takes away time that
could have been used to expose the learners to English.
c) The use of native language will reduce the learners’ experience of
English in class.
2.9 Theoretical Assumption
Reading is very essential in language learning since it is expected the reader to be
able communicate not only orally, but also in written language. But reading
sometimes is not an easy and simple activity. Some students may have problem in
comprehending the texts. They may have the difficulty to understand a passage
the text is expressed, the amount of previous knowledge that the readers bring to
the text.
From the frame of theories above, the writer assumed that SQ3R and Translation
technique can be applied in teaching reading comprehension. In teaching through
translation technique, the students are asked to translate English written text into
Bahasa Indonesia. Meanwhile, in teaching through SQ3R technique the students
followed some steps, namely: survey, question, read, recite and review that can
help the students to comprehend their reading. Therefore, it can be assumed that
there is significant difference of students’ reading comprehension achievement
between students who are taught through SQ3R and those who are taught through
Translation technique.
2.10 Hypothesis
Based on the theoretical assumption above, the writer formulated the hypothesis as follows:
H0 : There is no significant difference of students’ reading comprehension
achievement between students who are taught through SQ3R technique and
those taught through translation technique at the second year of SMP Negeri
8 Bandar Lampung.
H1 : There is a significant difference of students’ reading comprehension
achievement between students who are taught through SQ3R technique and
those taught through translation technique at the second year of SMP Negeri
III.RESEARCH METHOD
This chapter is devided into six parts; they are research design, population and
sample, research procedure, scoring system, data treatment, and hypothesis test as
important information to have clear description of research method.
1.1 Research Design
The objective of this reseach is to find out whether there is any significant
difference of students’ reading comprehension achievement by applying SQ3R
technique and translation technique in two classes of second year of SMP Negeri
8 Bandar Lampung.
The writer applied control group pretest posttest design (Setiyadi, 2006-143). The
writer selected two classes, one as experimental group one and the other one as
the experimental group two. They were given a treatment of teaching reading for
three times adjusted to the material given. The experimental group one were
taught by applying SQ3R technique and the experimental group two will be taught
The research design can be presented as follows:
G1 = T1 X1 T2
G2 = T1 X2 T2
Where:
G1 : Experimental class I (Experimental group)
G2 : Experimental class II (Control Group)
T1 : Pretest
T2 : Posttest
X1 : Treatment (Applying SQ3R Technique)
X2 : Treatment (Applying Translation Technique)
(Setiyadi, 2006: 143)
In the research, pretest was conducted by using a reading test provided by the
writer. The posttest was given at the end of the treatments. The treatment was
conducted for three times adjusted to material in book.
1.2 Population and Sample
The population of the research was the students of the second year students of
SMP Negeri 8 Bandar Lampung. The writer took one class as try out class and
another class as experimental class II. In choosing two experimental classes the
writer used simple random probability sampling by firstly making sure that the
students’ abilities are homogeneous. To make sure that the students’ abilities are
homogeneous the writer saw from the data of the teacher in the school. The two
experimental classes were chose randomly by using lottery drawing.
1.3 Data Collecting Technique
In this research, the writer used reading test as the instrument to gather the data.
The reading test consists of pretest and posttest in multiple choice forms. The
multiple choice form was chose because it can be calculated statically in order to
see the reliability, level of difficulty and discrimination power of the test. Besides
that, it is more objective type of the test as instrument for collecting the data.
1.4 Research procedure
The procedures of the research are as follows:
1) Determining the sample of the research
The first step in the research, the writer took three classes, as try out class,
experimental class I and experimental class 2. The try out test was
administered on Mei 02nd, 2012 in class 8 G. The writer chose 8 E as
experimental Class 1 and 8 F as experimental Class 2. The sample was
2) Determining research instrument
The material which was used in reading test (pretest and posttest) was taken
from the students’ book Linked to The world 2 and authentic materials (i.e.
taken from internet).
3) Administering the try out test
The writer conducted try out test in order to find out whether the test items
that was used in the research are good or not, it is considered from the
validity, reliability, level of difficulty, and discrimination power.
In try out test, the writer provided 50 items of multiple choices test with
four options (a, b, c, d), one is correct answer and the others are distracters.
The period took 90 minutes. The scoring system is that the score of each
correct answer is 2 points. Therefore, if any student answers all the items
correctly, they get 100 points.
4) Administering the pretest
This test was designed to find out the students’ basic reading
comprehension achievement. The writer conducted pretest before
5) Conducting Treatment
After giving the pretest to the students, the writer taught the students
reading comprehension in a reading text by using SQ3R technique for the
experimental class I and translation technique for the experimental class II.
The writer conducted three times of treatment in three meetings, which
takes 90 minutes in each meeting. The result of treatment is discussed in
chapter 4.
6) Administering the posttest
The writer administered posttest after treatment. The purpose of
conducting posttest was to find out the result of students’ reading
comprehension ability after applying SQ3R and translation technique in
reading. The test consists 40 items of multiple choices test. The scoring
system is that the score of each correct answer is 2.5 points.
After giving three times treatments to the students, the writer administered
the postest to know whether there was any improvement of students’
reading comprehension or not. There were 40 items conducted 60 minutes.
2. Scoring system
The writer used Arikunto’s formula (2005: 71) in scoring the students’
work. The ideal highest score is 100. The score of pretest and posttest
were calculated by using the following formula:
Where:
S = The score of the test
R = The total of right answer
N = The total of items.
3.5 Criteria of Good Test
A test is said to have a good quality if it has good validity, reliability, level of
difficulty and discrimination power. Therefore to be used for collecting data
the test needed to be tried out in order to determine its validity, reliability, level
of difficulty and discrimination power.
1) Validity
Validity of the test is considered in this research. The writer took content and
construct validity for this research. The instrument of the test was valid since
the writer conducted tried out. A test is said to be valid if it measures
accurately what is intended to measure (Hughes, 1991: 22). The validity of the
test is presented as follows:
a) Content Validity
It is the extent to which the test measures a representative sample
of the subject matter content, the focus of the content validity is
adequacy of the sample and simply on the apprearance of the test
the items of the test are good representation of the material that
need to be tested (Shohamy, 1985: 75). It means that the items of
the test are good reflection of what would be covered.
To know whether the test has a good content validity the writer
will compare the test with spesification. If the table represents the
material that the writer wants to test, then it is valid from that point
of view. The writer specifies the aspects to be tested as in the table
[image:39.612.138.527.317.533.2]as follows:
Table 1. Table of Specification of Try out test
No Skills of Reading Items Numbers Percentage
%
1 Main Idea 1., 6., 9., 11., 17., 22., 25., 26., 27.,
30., 36., 39., 41., 45. 28 %
2 Specific
information
2., 7., 12., 13., 14., 16., 18., 19., 21.,
28., 33., 34., 40., 42., 44., 46. 32 %
3 Inference 4., 23., 24., 29., 31., 37., 38., 47., 49. 18 %
4 Reference 8., 15., 32., 50. 8 %
5 Vocabulary 4., 5., 10., 20., 35., 43., 48. 14 %
Total 50 100 %
b) Construct Validity
This validity measures whether the construction had already
referred to the theory, meaning that the test construction had
already in line with the objective of the learning (Hatch and
ability (or trait) which hypothesized in a theory of language ability
(Huges, 1991: 26).
2) Reliability of The Test
According to Hacth and Farhady (1982: 243), the reliability of a test can be
defined as the extent to which a test procedures is consistent with the result
when administered under similar conditions.
To estimate the reliability the reliability, the writer used the split-half method.
To measure the coefficient of the reliability between odd and even number,
the writer uses the following formula:
rl
=
[∑ ] [∑
∑
]
Where :
r1
= Coefficient of reliability between first-half and second half groupsx
= Total number of first half group Y = Total number of second groupx2 = Square of x y2 = Square of y
Then the writer used “Spearmen Brown’s Prophecy formula (Hatch and
The formula is as follows:
rk =
Where:
rk = the reliability of the test rl = the reliability of half test
The criteria of reliability are: 0.90 – 1.00 : High
0.50 – 0.89 : Moderate 0.0 0 – 0.49 : Low
(Hatch and Farhady 1982: 286)
3) Level of Difficulty
To see the difficulty of the test, the writer used the following formula:
LD =
Where:
LD = Level of difficulty
R = The number of the students who answer correctly
N = The number of the students
The Criteria are:
LD < 0.30 : Difficult LD 0.30 – 0.70 : Average
4) Discrimination Power
To see the discrimination power whether the students master the materials
or not, the formula used is as follows:
DP = − ½
Where:
DP = the discrimination power
U = the number of upper group who answer correctly
L = the number of lower group who answer correctly
N = total number of the students
The criteria are:
1. If the value is positive, it has positive power discrimination
because a larger number or more knowledgeable students those
poor students get item correct. If the value is zero, there is no
discrimination.
2. If the value is negative, it has negative discrimination, because
more low-level students than lower-level students get the item
3. Generally, the higher discrimination index, the better. In the
classroom situation, most items should be higher than 0.20 index.
5) Data analysis
After collecting the data, the writer calculated the average score of the
pretest and posttest. It is necessary to know whether there is a significant
difference of treatment given by the writer. The writer calculates the
students’ score by doing activities:
1. Scoring the pretest and posttest.
2. Tabulating the result of the test and calculating the average score
of the pretest and posttest.
3. Drawing the conclusion from the tabulated result of the pretest and
posttest administered; that is by analyzing the data using
independent group T-test formula through computing by SPSS
version 17.0
6) Data Treatment
According to Setiyadi (2006: 169), using T-test for hypothesis testing has
three basic assumptions, there are:
1. The data is interval or ratio
2. The data is taken from sample
Therefore, the writer used these following procedures in the data treatment:
1. Random Test
Random data is used to make sure whether the data is random or not. It is
accepted if the significance is greater than 0.05. As stated by Setiyadi (2006:
168-169), one of the assumption should be fulfilled in using T-Test is that the data
should be take from random sample in a population.
The criteria are:
H0 : the data is random
H1 : the data is not random
2. Normality test
It was used to test whether the data of the experimental group 1 and the
experimental group 2 has normal distribution or not. The writer will use Lilieforst
formula, that is F (Zi) in which the highest score was taken as Liliesforst ratio
(L-ratio)
The criteria are:
H0 : L-ratio ≤ L-table (the data distribution is normal)
H1 : L-ratio ≥ L-table (the data distribution is not normal)
V. CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
After conducting the research at SMP Negeri 8 Bandar Lampung from 02nd Mei
until 19th Mei, 2012 and analyzing the data, the writer draws conclusions as
follows:
1. There is significant difference of reading comprehension achievement
between student who are taught through SQ3R and those taught through
translation technique at the second year of SMP Negeri 8 Bandar
Lampung, it can be seen from the comparison of the mean in both classes.
In the experimental class 1 the increase of the students’ reading
comprehension was 26.64. It was very different from the experimental
class 2 where the increase of students’ reading comprehension
achievement was only 11.42. Here, the experimental class 2 gained the
lower mean in the increase of students’ reading comprehension than the
experimental class 1. The score difference is 15.22, (the increase of mean
experimental class 1 – the increase of mean experimental class 2),
class 2 in the increase score. In the other words, SQ3R technique is better
than Translation technique in teaching students’ reading comprehension
achievement.
2. By implementing SQ3R technique, the students become more active to
learn narrative text reading in the class. Since SQ3R gives them a chance
to be actively reading and involved with the text, so that they enjoy the
class during the teaching learning process.
3. Translation techinque can be used in comprehending the text. Since this
technique can increase students’ vocabulary. But we have to be carefully
to choose the difficulty of the text. Since the students will be bored to
translate it. The learning process automatically does not run well.
5.2 Suggestions
Based on the findings of the reseach above, the writer would like propose some
suggestions as follows:
1. Since teaching reading comprehension through SQ3R technique gives
better result and is more effective in teaching and learning process, The
English teachers are suggested to apply SQ3R technique as variation of
techniques in teaching reading comprehension.
2. The writer used SQ3R technique to help the students of Junior High
this technique on different level of students and apply other kinds of text,
for example descriptive text, exposition text, spoof text, etc.
3. Translation technique can increase students’ vocabulary, the writer suggest
the English teacher to combine their technique with this technique to
A COMPARATIVE STUDY OF
STUDENTS’ READING
COMPREHENSION ACHIEVEMENT TAUGHT THROUGH SQ3R AND
TAUGHT THROUGH TRANSLATION TECHNIQUE AT THE SECOND
YEAR OF SMP NEGERI 8 BANDAR LAMPUNG
(A Script)
BY
ZULPRI
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
CURRICULUM VITAE
The name of the writer is Zulpri. He was born in Muara Bungo, Jambi on July
27
th, 1987. He is the third child of couple Hisar Sihombing and Tiarli Sitanggang.
The writer began his study at SD No 299 Tanjung Menanti in 1994 for one year
but in 1995 he moved and continued his study at SD No 252 Senamat and
finished it in 2000. After graduating from his elementary school he continued his
study at SMP Negeri 3 Pelepat and graduated in 2003. Then, he continued his
study at SMK Negeri 2 Pertanian Muara Bungo and graduated in 2006.
After graduting his study from SMK Negeri 2 Pertanian, in the same year he
continued his study, registered as the student of The Green Campus, Lampung
University majoring in English Education Program of Teacher Training and
Education Faculty. He accomplished his Field Practice Program (PPL) at SMK 2
Mei Bandar Lampung.
Beside that, that writer is active following National Education Seminar and also
International Education Training such as :
1.
“The Problematic of Natio
nal Final Test (UN) as An Assesment of The
Quality
of Education In Indonesia”
5.
“The Training of portfolio fulfilling, Teacher Training, and Evaluation of
Professional Teacher”
TABLE OF CONTENTS
Page
LIST OF CONTENTS... iv
LIST OF TABLES... vii
LIST OF APPPENDICES... viii
I.
INTRODUCTION... 1
1.1
Background of the Problem... 1
1.2
Formulation
of the Problem………
... 5
1.3
Objective of the Re
search………
.. 5
1.4
Uses of the Research.
………
. 5
1.5
Scope of the Research
…
...
………
... 6
1.6
Definition of
the Key Terms……….
.. 6
II.
FRAME OF THEORIES………....
.. 8
2.1
Concept
of Reading ………
8
2.2
Teaching Reading
Comprehension………
. 11
2.3
Concept of Teach
ing Narrative Text………
... 13
2.4
Concept of Teaching Reading through
SQ3R Technique…………
... 15
2.5
Procedure of Teaching Read
ing through SQ3R Technique…………
18
2.6
The Advantages of and Dis
advantages of SQ3R Technique………
.. 19
a)
The Advantages of SQ3R Technique………
. 19
b)
The Disadvantages
of SQ3R Technique……….
19
2.7
Concept of Teaching reading t
hrough Translation Technique……
.... 20
2.8
Procedure of Teaching Reading t
hrough Translation Technique……
21
2.9
The Advantages and Disadvantages of Transl
ation Technique……
... 23
a)
The Advantages of
Translation Technique………
. 24
b)
The Disadvantages of Translation Technique………
. 24
2.10
Theoretic
al Assumption………
.. 24
3.1
Research Method
………
... 26
3.2
Research Design... 26
3.3
Popul
ation and Sample………
...
…
... 27
3.4
Data Collec
ting Technique………
.... 28
3.5
Researc
h Procedure………
... 28
a)
Determining the sample of research………
... 28
b)
Determining research instrument………..
.... 29
c)
Administer
ing try out test………
... 29
d)
Administ
ering pretest………
.... 29
e)
Conducting
treatment………
... 30
f)
Administe
ring posttest………
... 30
g)
Scor
ing system………
... 30
3.6
Criteria
of Good Test………
... 31
a)
Validity Test………..
... 31
b)
Reliability
Test……….
.... 31
c)
Level of
difficulty………
... 34
d)
Discr
imination Power………...
35
3.7
Data
Analysis………
... 36
3.8
Data
Treatment………
... 36
a)
Random Test………
... 37
b)
Normality
Test………
... 38
c)
Homoge
neity Test………
... 38
3.9
Hypo
thesis Test………
... 38
IV.
RESULTS
AND DISCUSSIONS………
... 39
4.1
Result of th
e Research………
39
4.2
Result of the Try out
Test………..
. 40
a)
Validity of the
Test………
. 40
b)
Reliabi
lity of the Test………
..
…..
. 41
c)
Level
of Difficulty………
. 42
d)
Disc
rimination Power………
. 42
4.3
Result
of Pretest………
...
…….
. 43
4.4
Result of
Posttest………
.
….
. 45
4.5
Normality
Test………
.
….
. 48
4.6
Homoge
neity Test………
... 49
4.7
Hypo
thesis Test………
.. 50
V.
CONCLUSIO
NS AND SUGGESTIONS………
. 63
5.1
Co
nclusions……….
63
5.2
Sug
gestions………
... 64
REF
ERENCES………
66
LIST OF TABLES
Table Page
1. Table of Specifications of Try out Test... 32 2. The Comparison of the Students’ Pretest Score in Both Classes... 44 3. The Comparison of the Students’ Posttest Score in Both Classes... 47 4. The Significant Increase of Students’ Reading Comprehension Achievement in the
Experimental Class 1... 50 5. The Significant Increase of the Students’ Reading Comprehension Achievement in
Experimental Class 2... 52 6. The Comparison of the Increase of Students’ Reading Comprehension Score in Both
DEDICATION
With love and appreciation , this script is proudly dedicated to:
His Beloved Mother T. Sitanggang and Father H. Sihombing, His Old Sister Erna Ester Sihombing, His Old Brother Cosmos Sihombing, His Young Brother Dodi Sihombing, His Youngest Sister
Chrisdayanty Sihombing and His Youngest Sister Dameir Aquino Sihombing.
My Beloved Lecturers Mr. Drs. Sudirman, M.Pd, Mr. Budi Kadaryanto, M.A, and Mr. M. Sukirlan, M.A.
His best friend: Meutia Pebriani, S.Pd, Riski Dian Novita, S.Pd, Setio Agung, S.Pd, Jaka Dirgantara, S.Pd, C.J. Ariyanty Qory, S.Pd.
His all Classmates English Department of Lampung University 2006 Generation.
Motto
Good Character is more to be praised than outstanding talent. Most
talents are to some extent a gift. Good character, by contrast, is not
given to us. We have to build it piece by piece by thought, choice,
courage and determination.
REFERENCES
Arikunto, S. 1992. Prosedur Penelitian Suatu Pendekata Diktatif: Edisi Revisi.
Jakarta: Rineka Cipta.
Arikunto, S. 2005. Dasar-dasar Evaluasi Pendidikan: Edisi Revisi. Jakarta:
Bumi Aksara.
Betty Fielding, 1999. The Memory Manual. New York: Quill Driver Book.
Dallman, Roger. L. 1982. Teaching of Reading. Washington: CBS Collage
Publishing.
Hubber, Jennifer A. 1961. Method of SQ3R learning. New York: McGraw-Hill.
Linguistics.
Hatch, E. and Farhady, H. 1982. Resign Design and Statistic for Applied Linguistics .
Boston: Heinle & Heinle Publiser. 290 pp.
Hughes, Arthur.1991. Testing for Language Teachers. Cambridge. Cambridge University
Press.
Indrawati, Noviska. 2009.
A comparative Study of Students’ Reading C
omprehension
Taught Through Information Transfer Technique and Translation Technique at SMA
Negeri 5 Bandar lampung. Bandar Lampung: Unpublished Script.
Lampung University. 2006. Pedoman Penulisan Karya Ilmiah. Bandar Lampung:
Lampung University Press.
Larsen-Freeman, Diane. 2000. Technique and Principle in Language Teaching (Second
Edition). New York: Oxford University Press.
Nuttal, C. 1982. Teaching Reading Skill in a Foreign Language (New Edition).
Heinemonn Education Book: Oxford University Press.
Robinson. 1981. English for Specific Purpose. Great Britain: Pergammon Press,
A. Wheaton and Co.Ltd.
Setiyadi, Bambang. 2006. Teaching English as a Foreign Language.
Yogyakarta: Graha Ilmu.
Setiyadi, Bambang. 2006. Metode penelitian untuk Pengajaran Bahasa Asing. Yogyakarta :
Graha Ilmu.
Shohamy, Elana. 1985. A practical Handbook in Language testing for the second Language
Teacher. Tel-Aviv University.
Smith,F. 1982. Understanding Reading: (2
ndedition). New York: Holt Honerat and
Winston.
Soeprapto, F.A. and Darwis, M. 2006 linked to the world 2. Jakarta: Yudhistira.
Riyanto, Slamet.2008. Seri buku Cerita Dongeng dalam Bahasa Inggris untuk pelajar.
READING COMPREHENSION ACHIEVEMENT
TAUGHT THROUGH SQ3R AND THOSE TAUGHT
THROUGH TRANSLATION TECHNIQUE AT THE
SECOND YEAR OF SMP NEGERI 8 BANDAR
LAMPUNG
Student’s Name : Zulpri
Student’s Number : 0643042048
Department : Language and Art
Study Program : English Department
Faculty : Teacher Training and Education
APPROVED BY
Advisory Committee
Advisor
Co-Advisor
Drs. Sudirman, M. Pd.
Budi Kadaryanto, S. Pd., M.A.
NIP 19550712 198603 1 002
NIP 19810326 200501 1 002
The Chairperson of
Language Art Education Department
A COMPARATIVE STUDY OF
STUDENTS’ READING
COMPREHENSION ACHIEVEMENT TAUGHT THROUGH SQ3R AND
TAUGHT THROUGH TRANSLATION TECHNIQUE AT THE SECOND
YEAR OF SMP NEGERI 8 BANDAR LAMPUNG
BY
ZULPRI
A Script
Submitted in a Partial Fulfilmenf of
The Requirements fo S-1 Degree
In
The Language and Arts Department of
Teacher Training and Education Faculty
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
