THE EFFECT OF TEACHING TECHNIQUES AND
INTEREST ON STUDENTS’ ACHIEVEMENT
IN READING COMPREHENSION
A THESIS
Submitted to the English Applied Linguistic Study Program in a Partial Fullfillment of the Requirements for the Degree of
Magister Humaniora
BUSRI
Registration Number:
8116 112 002ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL
A Thesis
THE EFFECT OF TEACHING TECHNIQUES AND
INTEREST ON STUDENTS’ ACHIEVEMENT
IN READING COMPREHENSION
By:
BUSRI
Registration Number:
8116 112 002English Applied Linguistics Study Program Postgraduate School State University of Medan
This Thesis was examined on 21st of Desember 2016 by the Board Examoners
Approved by Adviser Commission
First Adviser Second Adviser
Prof. Dr. Berlin Sibarani, M. Pd Dr. Anni Holila Pulungan, M. Hum
NIP. 195706615 198203 1 005 NIP. 19700522 200112 2001
The Head of English Applied The Director of Linguistics Study Program Postgraduate School
APPROVAL
This Thesis was examined on 21st Desember 2016 by Board Examiners
Board Examiners
Prof. Dr. Berlin Sibarani, M. Pd ________________________ NIP. 195706615 198203 1 005
Dr. Anni Holila Pulungan, M. Hum ________________________ NIP. 19700522 200112 2001
Prof. Dr. Busmin Gurning, M. Pd ________________________ NIP. 19590713 198601 1 001
Dr. Zainuddin, M. Hum ________________________ NIP. 19520102 198012 1 001
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ACKNOWLEDGEMENTS
Alhamdulillahi rabbil’ alamin, All praises be to Allah SWT for the great blessing that have been continuously poured to the writer in the process of finishing and completing his study and this thesis. In the process of completing this thesis, the writer got much guidence and suggestions from several people who always care and love, and for which the writer would like to extend his sincere and special thanks.
His thankfulness is directly to Prof. Dr. Berlin Sibarani, M. Pd, his first adviser, for his valuable comments, encouragement, guidance and patience for him in the process of finishing this thesis.
He is deeply greatful to Dr. Anni Holila Pulungan, M. Hum, his second adviser, for her detailed and constructive coment, and her support throughout this thesis. His respect and admiration to her cannot be adequately expressed in words.
Speial thanks are addressed to Dr. Rahmad Husein, M. Ed and Dr. Anni Holila Pulungan, M. Hum, Head and secretary of English Applied Linguistics Study Program, for vompleting the administrative requirements.
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He also expresses his special thaanks to Mr. Freddi Sinaga, S. Pd, Headmaster of SMA Negeri 2 Rantau Utara Labuhanbatu, for his permission to conduct the research and for assisting her in collecting the data.
He would like to express his deepest admiration to his beloved wife Ernawati, S. Pd, his handsome son Ikhwan Ananda Husna Gayo and beautiful daughters Uswatun Hasanah Masra Tangse, Nurul Sakinah Masra Tangse and Dinda Putri Muthmainnah who always pray for him and who always suport him to bring them the success in the family.
His special gratitude is also addressed to his colegues and friends, Yuliawati, Kholijah Chaniago and all teachers of SMA Negeri 2 Rantau Utara, Yuniar, S. Pd, Uziana, S. Pd, Ernila, and Evaline for their full support and encouragement.
Medan, Desember 2016 The writer
Busri
iii ABSTRACT
Busri. The Effect of Teaching Techniques and Interest on Studets’ Achievement in Reading Comprehension. A Thesis. English Applied Linguistics Study Program. State University of Medan. 2016.
The objectives of this study were to find out whether (1) students’ achievement in reading comprehension that was taught by Title, Examine, Look, Look, Setting (TELLS) technique was higher than Proposition Support Outlines Technique (PSOT). (2) Students’ achievement in reading comprehension with high interest higher than with low interest, and (3) there was interaction between teaching techniques and interest on students’ achievement in reading comprehension. The population of this research was students social science grade XI of State Senior High School (Sekolah Menengah Atas Negeri: SMA) 2 Rantau Utara Labuhanbatu in the 2016 / 2017 school year. The total number of population was 280 students. There were 80 students selected as the sample of this research by applying cluster random sampling technique. The research design was experimental research design by using factorial design 2x2. The eleventh social science one (XI IPS 1) was treated by using Title, Examine, Look, Look, Setting (TELLS) and the eleventh natural science three (XI IPA-3) was treated by using Proposition Support Outlines Technique (PSOT). Interest test was conducted for classifying the students upon the high interest and low interest. Students’ achievement in reading expository text was measured by using comprehension test. The data were analized by applying two-ways analysis of variance (ANOVA) at the level of significance α=0,05. The results reveals that (1) students’achievement in reading expository text taught by using Title, Examine, Look, Look, Setting (TELLS) technique was higer than that taught by using Proposition Support Outlines Technique (PSOT) teaching technique with Fob =
17.902 > Ftab = 3.11, (2) students’ achievement in reading expository text of
students with hight interest was higher than that of students with low inerest, with Fobs 38.988 > Ftab = 3.11, (3) there is interaction between teaching technique and
interes on students’ achievement in reading expository text with Fobs = 5.962 > Ftab
iv ABSTRAK
Busri. Pengaruh Strategi Pembelajaran dan Minat terhadap Hasil Belajar Siswa dalam Pemahaman Bacaan. Thesis Program Studi Linguistik Terapan Bahasa Inggris. Universitas Negeri Medan. 2016
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TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS ... i
ABSTRACT ... iii
TABLE OF CONTENTS ... v
LIST OF TABLES ... ix
LIST OF FGURES ... x
CHAPTER I: INTRODUCTION 1.1 The Background of the Study ... 1
1.2 The Problems of the Study ... 7
1.3 The Objectives of the Study …... 8
1.4 The Scope of the Study ... 8
1.5 The Significances of the Study ... 9
CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 The Students’ Achievement in Reading Comprehension.. 10
2.2 The Nature of Reading Comprehension ... 14
2.2.1 Reading ... 14
2.2.2 Comprehension ... 16
2.2.3 Factors Affecting Reading Comprehensions ... 18
2.2.4. Levels of Reading Comprehension... 19
2.2.5 The Assessment of Reading Comprehensio... 21
2.3 Genre ... 22
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2.4 Theories of learning and Teaching Techniques ... 24
2.4.1 Theories of learning ... 24
2.4.2 Teaching Techniques ... 26
2.5 Title, Examine, Look, Look, Setting (TELLS) Technique ... 29
2.5.1 Procedures of (TELLS) Technique ... 31
2.6 Proposition Support Outlines Technique (PSOT) ... 32
2.6.1 Procedure of (PSOT) ... 33
2.7 Interest ... 35
2.7.1 High And Low Interest of Students in Learning. 38 2.7.1.1 High Interest of Students in Learning .... 38
2.7.1.2 Low Interest of Students in Learning ... 39
2.8 Relevant Studies on Teaching Techniques and Interest on Students’ Achievement in Reading Comprehension ... 41
2.9 Conceptual Framework ... 43
2.9.1 The Difference of Students’ Achievement in Reading Comprehension Taught by TELLS (Tittle – Examine– Look – Look - Setting) and PSOT (Proposition Support Outline Technique) ... 43
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Interest on Students’ Achievement in Reading
Comprehension ... 47
2.10 Hypotheses of The Study ... 50
CHATER III: RESEARCH PROCEDURES 3.1 Research Design ... 51
3.2 Population and Sample ... 52
3.2.1 Population ... 52
3.2.2 Samples ... 53
3.3 Treatment and Implementation ... 53
3.3.1 Experimental treatment of Title, Examine, Look Look, Setting (TELLS) ... 54
3.3.2 Experimental treatment of Proposition Support Outline Technique ... 55
3.4 Control of the Treatment ... 56
3.5 Internal Validity ... 57
3.6 External Validity ... 59
3.5 Instrument of Data Collection ... 60
3.5.1 Interest Questionaire ... 60
3.5.2 Reading Comprehension Test ... 60
3.5.2.1 Pre Test ... 62
3.5.1.2 Post test ... 63
3.6 Instrument Tryout of Data Collection ... 63
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3.6.2 Reliability of Reading omprehension Test ... 64
3.6.3 Difficulty Index of Reading omprehension Test ... 65
3.6.4 Discrimination Index of the Test Items ... 66
3.7 The Technique of Analyzing Data ... 66
3.8 Statistical Hypotheses ... 68
CHAPTER IV: DATA ANALYSIS, RESEARCH FINDING, AND DISCUSSION ... 68
4.1 Data Analysis ... 68
4.1.1 Description of Research Data ... 69
4.1.2 Requirement of Data Analysis ... 77
4.4.3 Testing Hypothesis ... 78
4.2 Research Finding ... 84
4.3 Discussions ... 85
4.4 Limitation of the Research ... 93
CHAPTER V: CONCLUSIONS, IMPLICATION AND SUGGESTION .. 5.1 Conclusions ... 94
5.2 Implications ... 94
5.3 Suggestions ... 96
LIST OF APPENDICES
Appendix Page
1. Interest Questionaire ... 103
2. Reading Comprehension Test ... 105
3. Lesson Plan for TELLS ... 115
4. Lesson Plan for PSOT ... 117
5. TELLS Chart ... 119
6. PSOT Chart ... 120
7. The Computation of Validity ... 121
8. The Computation of Reliability ... 122
9. The Computation of descrimination Index and Difficultty Index . 123 10. The discription of students’ score ... 124
11. The computation of Normality test ... 125
12. The computation of Homogeneity ... 126
13. The Compotation of Two – Way ANOVA ... 127
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LIST OF TABLES
Table Page
1.1 Eleventh Grade Students’ English score of SMA Negeri 2 Rantau
Utara Labuhanbatu ... 3
3.1 Factorial Research Design (2x2) ... 52
3.2 TELLS Phase Treatment ... 54
3.3 PSOT Phase Treatment ... 56
3.4 Specification of interest statement ... 61
3.5 The description of Interest Questionnaire Validity ... 62
3.6 The Reliability of Questionaire items Alpha Cronbach ... 62
3.7 The Specification of Reading Comprehension Test ... 64
3.8 The difficulty Index Creteria ... 67
3.9 The discrimination Index Creteria ... 67
3.10 The Relationship among hypothesis, research problems and Technique of data Analysis ... 68
4.1 The Result of Normality Test ... 78
4.2 The Result of Homogeneity Test ... 79
4.3 Summary on the Calculation Result of Two – Ways ANOVA ... 79
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1 CHAPTER 1 INTRODUCTION
1.1 The Background of the Study
Reading comprehension is an essential skill in English subject because it is very necessary for the students to get information from what they read. Reading is a receptive skill that can be defined as a process of looking at and understanding written text. It means that when someone reads, he or she looks at something written and tries to get the meaning to understand it. Sayler (2004) states that reading comprehension is a process of obtaining or constructing meaning from a word or a cluster of words, where in this activity, the readers read to construct meaning from the words that they are reading in order to comprehend the message and information of the text. Therefore reading comprehension is considered as the most important skill for students in mastering English because it becomes a significant tool in learning all academic subjects and getting information widely without going anywhere.
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by reading, the students will give a prospective future to explore knowledge and give chance for them to gain their lives’ purposes. Therefore the purpose of teaching reading should primarily be helping students to acquire the techniques needed for comprehending the materials in order to get new knowledge in their subject.
In Educational Unit Level Curriculum (Kurikulum Tingkat Satuan Pendidikan:TSP) clearly sates the objective of teaching reading for Senior High School students. In this curruculum, students are expected to be competent in comprehending short functual text, dialogue, and monologue text in form of description, narration, procedure, recount, news item, report, exposition, spoof, review and explanation (Badan Stanard Nasional Pendidikan: BSNP, 2006).
In facts, reading is not easy as people think. Eventhought students have studied English for many years, and the curriculum has been improved for several times, the teaching of English has not been successful in achieving the English teaching objectives, particularly in reading comprehension skills. Internationaly, Tom Loveless (2011) reported in the Brown Center on Education Policy that there are
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This fact was also supported by the observation results during two semester in academic year 2015 /2016 to the students at Eleventh grade of SMA Negeri 2 Rantau Utara Labuhanbatu which was applying educational unit level curriculum, the students’ score was not as satisfactory as exspected in curriculum. They had difficulties in understanding the English text, partcularly analytical exposition text which was as learning material in grade eleventh. They did not achieve minimal completeness creterion (Kreteria Ketuntasan Minimai: KKM)
score that 75 in English including their achievement in reading comprehension. It happens most students in eight paralel classes (science and social educational program). It can be seen from average of students’ English score at two semester in academic year 2015/2016 as follows:
Table 1.1 Eleventh Grade Students’ English score of SMA Negeri 2 Rantau Utara Labuhanbatu 2015/2016 Academic Year
(Source: Semester score in SMA Negeri 2 Rantau Utara 2015/2016)
Based on the table above, it can be explained that students’ skill at eleventh grade of SMA Negeri 2 Rantau Utara Labuhanbatu is low, the average of score in both semester do not achieve minimal completeness creterion (Kreteria
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the classroom and interviewed with the English teachers and students, the researcher concluded that they had difficulties in understanding the analytical exposition text. They had difficulties in comprehending the characteristics of the text including the social function and generic structure, and language features. Generic structure includes finding detail information and determinning the parts of text. While the language features includes vocabulary, finding references and understanding the tenses used in the text.
Low of students’ achievement in reading comprehension actually influenced by some factors. Alexander (1988) states, some factors that influence the reading comprehension comes from the students’ own personality, reading materials and teachers personality. So the researcher idetified some problems from the students’ own personality factors such as (1) the lack of students’ willingness and interest in reading comprehension, (2) students’ lack of vocabulary mastery, (3) low students’ activity in reading at home and (5) genders differencies and their social economic background. While from reading material factors the researcher found such as (1) Most reading materials are in scientific ones, so the students are not interesting to read them. (2) vocabulary in the text is almost in high level, so they are difficult to comprehend some new words in the text.
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reading exercise on it to the students and (4) reading is taught by the teacher throught traditional way which known as teachers-centered learning. This traditional approach often represents an exercise in one way communication that places the students in a passive role and which ultimately minimizes the students’ ability to develope higher skills such analysis, evaluation and synthesis of idea and concepts. Reading passage will be difficult for students because they only get the knowledge from their teacher. Students do not actively involved in reading process, reading activity only covers reading the text and answer the questions provided that indivdually done by the students. Consequently, students feel bored and do not interested with the materials in reading comprehension tasks. Therefore, their reading achievement is unsatisfying and hard for them to analize the text they read.
Suitable teaching techniques is needed to achieve the teaching reading objectives, because the achievement of the teaching reading objectives depends on teaching techniques that teachers apply in teaching reading process. So teachers should find suitable techniques and change paradigm of teaching from teachers - centered to becomes students – centered. It is as the effort to help and to make them to be independent learners.
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Look, and Setting. Each word is a sequential step that is used in the strategy process. The first step is title. Students are taught to look at the title of the selection and generate clues or guess what the material is going to be about. The second step is examine. students skim the passage and look for clues about the content. Third step look for, students are supposed to look for important words that may be repeated often. When students look again, they are looking for words that they do not know the meaning. The final step setting, students read the passage again and look for information related to setting. This can be places, dates, descriptions, or time periods. When using TELLS, students essentially read the passage at least three times, thus giving them a greater chance at comprehending the materials. This method is particularly useful when reading textbooks.
Another way to help students to monitor their comprehension was by using PSOT. PSOT is stand for Proposition Support Outlines Technique which developed by Buehl (1995). This technique helps students to learn to be critical readers who can recognize the differences of viewpoints, theories, hypotheses, and debatable assertions. Santa (1988) indicates that Proposition Support Outlines Techniques is an organizational technique that helps students select and evaluate information from a text, so that they can support an argument with evidence. Proposition Support Outlines Technique can improve critical tinking of the students and to find some supporting outlines and find some statements, such as
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As mentioned above, there are many factors that influence reading comprehension. Students’ comprehension is most influenced by their interest, besides the teaching techniques were applied by teachers, interest of students are also determine the success of students in learning process. Interest is one of the psychological aspects that can encourage people achieve goals. According to Winkel, (1984) interest is the tendency to feel settled in the subject field or interest in certain things and feel happy working in that field. It means a person who has an interest in an object, tend to give attention or feel greater pleasure to those objects. However, if the object is not the cause of pleasure, the person will have no interest in the object. Therefore, the level of attention or object pleasure influences the interest level of a person.
Based on the explanation above, the researcher was intended in conducting a reseach on the effect of TELLS and PSOT techniques and interested on students’ achievement in reading comprehension. In other words, this study was inteded to find out whether the students’ achievement in reading comprehension by applying TELLS and PSOT technique and the level of students’ interest to ward the students’ achievement in reading comprehension.
1.2 The Problems of the Study
In relation to the background of the study, the problems of this research were formulated as follow:
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that was taught by using Proposition Support Outlines Technique (PSOT)? 2. Is the students’ achievement in reading comprehension with high interest,
higher than that with low interest?
3. Is there any interaction between teaching technique and interest on the 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 study, they can be listed:
1. To find out whether the students’ achievement in reading comprehension that is taught by Title, Examine, Look, Look, Setting (TELLS) technique is significantly higher than Proposition Support Outlines Technique. 2. To find out whether the students’ achievement in reading comprehension
with high interest higher than with low interest.
3. To find out whether there is any interaction between teaching techniques and interest on students’ achievement in reading comprehension.
1.4. The Scope of the Study
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teaching anaytical exposition text with the students who have high and low interest. By high and low interest of students, this sudy expected to give clear description on the effect of teaching techniques was there any interaction between teaching techniques and interest on students’ achievement in reading comprehension.
1.5. The Significances of the Study
The findings of this study are expected to be useful theoritically and practically. Theoretically, the finding of this study can enrich knowledge of theories on the implementation of TELLS and PSOT in teaching reading especially in teaching analitycal exposition text. Therefore the finding of this study are expected to be basses for other researchers who want to do in depth research as the follow-up of this study.
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CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
5.1 Conclusion
Based on the research findings and discussions that are stated before, it can be concluded that (1) Students’ achievement in reading expository text taught by using TELLS is higher than that taught by using PSOT. (2) Students’ achievement in reading expository text of students with high interest is higher than that of students with low interest. (3) There is significant interaction between teaching techniques and interest on students’ achievement in reading expository text. It can be said that students’achievement in reading expository text is influenced by teaching techniques and interest.
5.2 Implication
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are asked to search many difficult words and sentences clues actively to comprehend the information in the text.
Students’ achievement in reading expository text of students with high interest is higher than that of students with low interest. It gives implication to the teachers that they should consider students’ learning achievement. Thus, it is better to the teacher not to be monotonous in teaching. The teacher should give chances to students to solve the problem which appeared in every lesson.
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5.3 Suggestions
