IMPLEMENTING THE EXCLUSIVE LEARNING MODEL
IN TEACHING READING COMPREHENSION AT THE FIRST GRADE OF SMA NEGERI 2 METRO
By
Kartika Wulandari
This research used the EXCLUSIVE learning model in teaching reading comprehension because reading is very challenging to learn. This quantitative research was intended to find out whether there is a significant difference between the score of students’ reading comprehension after being taught through the EXCLUSIVE learning model. This research was focused on five aspects of reading comprehension (main idea, specific information, reference, inference and vocabulary). The research design used the pretest-posttest control group design. This research was conducted in SMAN 2 Metro. The sample of this research was chosen randomly. Two classes were taken as the sample of the research; class X PMS 1 as experimental class and X PMS 3 as control class. The data were collected through the tryout, the pretest, treatment and the posttest and were analyzed by using SPSS at the significant level 0.05.
Based on the data analysis, the result in both the experimental class and the control class showed that there was a significant increase of students’ reading comprehension after they were taught through the EXCLUSIVE learning model (p<0.05; p=0.001). Results of the data analysis showed that the mean score in the experimental class increased from 65.33 into 76.66. Meanwhile, the mean score in the control class increased from 62.85 to 72.67. The gain score in experimental class was higher than in the control class (11.333>9.827). It can be said that the EXCLUSIVE learning model is effective to help the students improve their reading comprehension.
Kartika Wulandari was born in Metro on July 12th1992. She is the oldest daughter of a lovely couple Yunarto and Sri Lestari. She has two younger brothers; Muhammad Afif Ghufroni and Muhammad Irfan Ghozali.
She enrolled AL-QUR’AN Kindergarten Metro in 1997. Then she entered elementary school in SD AL-QUR’AN Metro in 1998 and graduated in 2004. Then, she continued her study at SMPN 3 Metro and graduated in 2007. After that, she continued her study to senior high school at SMA Negeri 2 Metro and graduated in 2010. In the same year, she was registered as students of S1 English Department of the Teacher Training and Education Faculty (FKIP) in University of Lampung.
“If you can imagine it, you can achieve it
If you can dream it,
you can become it”.
(William Arthur Ward, 1921)
“
Envy was just the tax you paid on success
”.
(David Nicholls, One Day: 2010)
“
The future belongs to those who believe in the beauty of their
dreams
”. (
Eleanor Roosevelt, 1884)
Alhamdulillahirobbil’alamin. Praise and thanks go to the Almighty God, Allah SWT, the most gracious, for the gracious mercy blessing the writer with health to finish this script. This script entitled “Implementing the EXCLUSIVE Learning Model in Teaching Reading Comprehension at the First Grade of SMA Negeri 2 Metro” is submitted as a partial fulfillment of the requirements for S-1 Degree in the Language and Arts Department of the Faculty of Teacher Training and Education, University of Lampung.
Furthermore, her appreciation is also given to the headmaster of SMA Negeri 2 Metro Hartanto, S.Pd and Drs. Darnel as the English teacher who have given chance to conduct the research at that school and for being so helpful during the research process. Appreciation is also addressed to her beloved students of class X PMS 1, X PMS 3 and X PMS 4 for their participation in this research.
Most importantly her special gratitude to her beloved parents, Sri Lestari and Yunarto for their eternal love, pray, support, guidance, and suggestion; may the only God rewards you within His blessing. Her appreciation is also given to her two young brothers; Muhammad Afif Ghufroni and Muhammad Irfan Ghozali for their encouragements. Her sincere thanks are also dedicated to her big family; her late grandfather, Abdul Yunus, grandmother, uncle, aunt, cousin, and all her family without any exception.
Finally, the writer realizes that this script still has limitation in certain ways. Therefore, constructive input and suggestions are expected for its improvement. Hopefully, this script would give a positive contribution to the educational development or to those who want to carry out further research.
Bandarlampung, September 18th, 2014 The Writer,
This piece of paper is fully dedicated to: My mother Sri Lestari and my father Yunarto
My beloved younger brothers, Muhammad Afif Ghufroni and Muhammad Irfan Ghozali
My geourgeous big family my grandmather, my uncle, my aunt, my cousin and my late grandfather, Abdul Yunus
My beloved lecturers
ABSTRACT APPROVAL
CURRICULUM VITAE MOTTO
ACKNOWLEDEGMENTS DEDICATION
TABLE OF CONTENT LIST OF APPENDICES LIST OF TABLES I. INTRODUCTION
1.1. Background of the Problem ... 1
1.2. Formulation of the problem ... 5
1.3. Objectives of the Research... 5
1.4. Uses of the Research ... 5
1.5. Scope of the Research ... 6
1.6. Definition of Terms... 7
II. LITERATURE REVIEW 2.1. Concept of Reading ... 8
2.2. Concept of Reading Comprehension ... 10
2.3. Concept of Reading Aspects... 11
2.4. Concept of Teaching Reading ... 15
2.5. Concept of Learning Model, Learning Method And Learning Strategy ... 17
2.6. Concept of EXCLUSIVE Learning Model ... 18
2.7. Syntax of EXCLUSIVE Learning Model... 20
2.8. EXCLUSIVE Learning Model in Teaching Reading... 21
2.9. The Procedures of Teaching Reading Comprehension Through EXCLUSIVE Learning Model... 23
2.10 . The Implementation of the EXCLUSIVE Learning Model .. 25
2.11. Theoretical Assumption ... 29
3.2. Population and Sample... 32
3.3. Variables ... 33
3.4. Data Collecting Technique... 33
3.5. Research Procedures ... 34
3.6. Research Instruments ... 36
3.6.1. Validity ... 36
3.6.2. Reliability... 37
3.6.3. Level of Difficulty ... 39
3.6.4. Discrimination Power ... 40
3.6.5. Scoring System... 40
3.7. Data Analysis ... 41
3.8. Hypothesis Testing ... 42
VI. RESULTS AND DISCUSSION 4.1. Results of the Research ... 43
4.1.1. The Result of Tryout Test ... 44
4.1.2. The Result of Pretest ... 47
4.1.3. The Result of Posttest ... 49
4.1.4. The Increase of Students’ Reading Comprehension .... 51
4.1.5. The Increase of Each Reading Comprehension Aspects ... 53
4.2. Discussion of Findings ... 54
V. CONCLUSIONS AND SUGGESTION 5.1. Conclusions ... 64
5.2. Suggestions ... 65 REFERENCES
TABLE Page 1. Table of Specification ... 37 2. The Summary from The Pretest in Both Classes ... 47 3. The Homogeneity of the Students’ PretestScores in
Both Classes ... 48 4. The Summary from the Posttest in Both Classes ... 49 5. The Homogeneity of the Students’ Posttest Scores in
Both Classes ... 50 6. The Increase of Students’ Achievement in Experimental
Class ... 51 7. The Increase of the Students’Achievement in Control Class ... 52 8. The Comparison of Students’ Reading Comprehension
1. Research Schedule
5. Distribution of Students’ Try Out testUpper Group 6. Distribution of Students’ Try Out testLower Group 7. Level of Difficulty and Discrimination Power 8. Computation of Reliability of Try Out
9. The Computation of Reliability of Tryout Test Item 10.Students’ Score of Pretest and Posttest
11.Distribution of the Students’ Pretest in Experimental Class 12. Distribution of the Students’ Posttest in Experimental Class 13. The Summary of the Correct Answer from the Pretest and
the Posttest in the Experimental Class
14. Distribution Frequencies of Pretest in Experimental Class 15. Distribution Frequencies of Prettest in Control Class 16. Distribution Frequencies of Posttest in Experiment Class 17. Distribution Frequencies of Posttest in Control Class 18. Normality Test of Experimental Class
19. Normality Test of Control Class
20. Homogeneity Test of Pretest in Experimental Clas and Control Class
21. Homogeneity Test of Posttest in Experimental Class and Control Class
22.Increase of Students’ Reading Comprehension in Experimental Class
23.Increase of Students’ Reading Comprehension in Control Class
This chapter presents background of the problem that explains why the research is administered. It also consists of formulation of the problem, objectives of the research, uses of the research, scope of the research and the definition of term.
1.1. Background of the Problem
Reading is one of the four main skills in language learning and it also served as one of the hardest skills for a foreign language learner. As know that reading skill refers to the ability to understand or get the meaning of written or printed words. The students are expected to comprehend the meaning of materials from various texts. Most of the materials are given to the students in written form, for example in handbook and handout. It means that to understand the materials, the students are required to have the ability to look at and get the meaning from written text, called reading comprehension. Because of that, reading is very challenging to be taught to the students.
to make them easier in getting the main information from the text. There are five reading aspects that must be mastered by the students, i.e. main idea, specific information, reference, inference and vocabulary.
In Indonesia, reading skill is expected to be acquired by all the education levels. This is the indication that reading comprehension is an important thing that the students need a lot of portion of its teaching and learning language in order to prepare the students to be fluent in reading English texts. It is also important to make reading comprehension as a competence standard of English skill and the students have to be able to communicate through oral and written text, mainly in many kinds of text such as narrative, recount, description and exposition.
arrange the way to find an appropriate systematical procedure that is used in the teaching learning process in order to help the students to interest and active in the class.
Grabe and Stoller (2002: 9) also figure out that reading is the ability to draw meaning from the printed page and interpret information appropriately. It can be meant that reading is not just reading the text aloud, but it also about comprehending the main idea of the text. In other words, it can be said that there are no reading without comprehension. Commonly, people read for general comprehension, whether for information or for pleasure, the objectives are not to memorize most of specific detail but get a good comprehension of the main ideas and to relate those ideas to background knowledge as appropriate.
Besides, readers have to use the information that they already have to filter, organize, and reflect the upcoming information. In addition, Joycey (2006: 2) says that reading is an active skill, where the readers interact with the text and some extent the writer. If the reader finds a reading passage which is interesting his mind they would engage in trying to understand the reading. It means that to make the students easier comprehend the text they must need to activate their background knowledge to achieve the reading comprehension.
reading practices by the students and adults indicates that the majority of reading is done by middle and high school students as well as by adults is informational in nature. In addition, in order to comprehend a text, the readers need to recognize word and to comprehend what is written in the text when it is used in conversation (to decode), to activate and built what a reader already knows to integrate what is understood from the discourse to utilize reading strategies in tackling reading problems and to be aware to their reading process. These requirements should be processed and established within every process of teaching reading. Apparently it takes a greater plan and determination of the teachers to reach the goal.
students’ participation while doing speaking activity during the teaching learning
process and the teacher’s performance in speaking class had improved after the EXCLUSIVE learning model was implemented.
Considering the statement above, the research had been conducted entitled “Implementing the EXCLUSIVE Learning Model in Teaching Reading Comprehension at the First Grade of SMA Negeri 2 Metro”.
1.2. Formulation of the Problem
In line with the background of the problem mentioned above previously, the problem can be formulated as follows “Can the EXCLUSIVE learning model significantly increase the five aspects of reading comprehension (main idea, specific information, reference, inference and vocabulary)?”.
1.3. Objectives of the Research
In relation to the formulation of the problem above, the objective of the research is “To find out whether implementing the EXCLUSIVE learning model can
significantly increase the five aspects of reading comprehension (main idea, specific information, reference, inference and vocabulary)”.
1.4. Uses of the Research
The uses of this research are:
used as a reference for the next research which will concentrate on the students’ reading comprehension.
2. Practically, as the information for the readers, English teachers, participants concerning with the improvement of students’ reading comprehension aspects in implementing of the EXCLUSIVE learning model.
1.5. Scope of the Research
This research was a quantitative research which had been conducted by giving the pretest and the posttest. The focus of this research was the students’ reading comprehension aspects in teaching learning process during the implementation of the EXCLUSIVE learning model which has five phases: Exploring, Clustering, Simulating, Valuing and Evaluating in improving the students’ reading
1.6. Definition of Terms
From the description above, this study provides some definition of terms that can frequently appear during the research. There are some definitions in this research which are important to know as follows:
1. Reading is the ability to draw meaning from the printed page and interpret information appropriately (Grabe and Stoller, 2002: 9). There are five aspects of reading comprehension in this research they are finding main idea, specific information, inference, reference and vocabulary.
2. According to Doyle (2004) comprehension is a progressive skill in catching the meaning beginning at the world level and proceeding to attaching meaning to an entire reading selection.
3. EXCLUSIVE learning model is a model which is developed based on Students Centered Learning and metacognitive learning strategy and the main syntax of this model consists of Exploring, Clustering, Simulating, Valuing and Evaluating
This chapter reviews some theories that have been used to support the research. This chapter consists of concept of reading, concept of reading comprehension, concept of reading aspects, concept of teaching reading, concept of learning model, learning method and learning strategy, concept of the EXCLUSIVE learning model, syntax of the EXCLUSIVE learning model, the EXCLUSIVE learning model in teaching reading, the procedures of reading comprehension through the EXCLUSIVE learning model and the implementation of the EXCLUSIVE learning model.
2.1. Concept of Reading
Talking about the concept of reading, there will be no single concept that is suitable to be applied in every occasion. In other words a concept of reading may be suitable for one case but might not be suitable for another case. However, it is important for this study to gather the concept of reading that is related to this research. The meaning of reading is look at and understands something in written or in printed text. It means that while reading someone not only understands the word in the text, but also understand the message or information of the text.
words which they represent. This view provides a concept in reading; actually the readers bring his background, experiences, and emotion when they are reading the text. Carter (2001) also figures out reading is a process that requires students or reader to master concept in a personal way. The concept of personal way is the readers’ or students’ background knowledge and life experience if the student or
the readers familiar with subject, they will have a personal interpretation of words or phrases. In other words, good readers make predictions and verify or refute them as they read. They also make adjustments to what they think will come next based on the text.
From the quotations of reading above, it could be indicated that reading has a close relationship with comprehension. So, we need to describe more about reading comprehension in the next explanation.
2.2. Concept of Reading Comprehension
Comprehension is a progressive skill in catching the meaning beginning at the world level and proceeding to attaching meaning to an entire reading selection (Doyle, 2004). All comprehension resolves around the readers’ ability in finding
and determining the information or main idea from the text. But, the fact is many participants still find difficulties in understanding the information or main idea from the text. Wainwrigth (2007: 37) states that reading comprehension is a complex process which comprises the successful or unsuccessful use of many abilities. When we read, we should be able to recall information afterwards. The knowledge is the basic element for comprehension so this is important to relate what we do not know or new information to what we already know.
coordinating a number of complex processes that include word reading, word and word knowledge, and fluency.
Based on some opinions above, it can be concluded that reading is about understanding the written text. It is a complex activity that involves both perception and thought. Reading consists of two related processes, word recognition and comprehension. Word recognition refers to the process of perceiving how written symbol correspondent to one spoken language. Comprehension is the process of making sense of words, sentences and connected text. In this case, theoretically, we need to analyze the five aspects of reading comprehension (identifying main idea, finding specific information, reference, inference and vocabulary).
2.3. Concept of Reading Aspects
As mentioned previously that reading comprehension has five aspects this clarify actually concerned with reading comprehension as they are elaborate like the following:
1. Main Idea
Main idea is called the topic sentence (Mc. Whother, 1986:36). It tells the content of the paragraph. In other words, the main idea is the important ideas that are developed by the writer throughout the paragraph and sometimes are available in key words and explicit or implicit message. For example:The topic isthe story of “Cinderella”.
Paragraph 1
Once upon a time, there was a girl called Cinderella. Cinderella lived happily with her mother and father until her mother died. Feel that
Cinderella needs a mother figure in her life, Cinderella’s father
remarries to a woman who has two daughters of her own.
Unfortunately, Cinderella's father dies and she lived only with her stepmother and stepsisters. They were very bossy, she had to do all the housework. It was quite true Cinderella even dressed in rags with dusty gray face from the cinders was a lovely girl. While her stepsisters no matter how splendid and elegant their clothes were still clumsy, lumpy and ugly.
Cinderella lived with her step mother and two step sisters actually function as main or important idea because it will be developed by specific information or supporting idea and become paragraph 1.
2. Specific Information
Specific information or supporting idea is developed from the main idea by giving the specific definitions such as examples, facts, comparison, cause and effect that is related to the topic sentence.
For example:The Story of“Cinderella”.
Paragraph 1
Once upon a time, there was a girl called Cinderella. Cinderella lived happily with her mother and father until her mother died. Feel that Cinderella needs a mother figure in her life, Cinderella’s father remarries to a woman who has two daughters of her own. Unfortunately, Cinderella's father dies and she lived only with her stepmother and stepsisters. They were very bossy, she had to do all the housework. It was quite true Cinderella even dressed in rags with
dusty gray face from the cinders was a lovely girl. While her
stepsisters no matter how splendid and elegant their clothes were still
clumsy, lumpy and ugly.
One day, invitations from the hall come to the family. The King invited for all the eligible ladies in the kingdom so as to find Prince a wife. Her stepsisters would not let her go. Cinderella was sad. The stepsisters went to the hall without her. Fortunately, the fairy Godmother came and helped her to get to the hall with the wave of magic wand, helped prepared Cinderella for the hall. The fairy does warn her that is magic will end at a stroke of midnight, so she must leaved the hall before then. (specific information).
The italic sentences are called specific information because they are actually developed from the main idea, in this case the specific information gives the detail information about the character of Cinderella and her two stepsisters and stepmother in that story as an example of bad character and facts about the new family of Cinderella. It was also the comparison between Cinderella a beautiful girl and her step sister an ugly girl.
information about the reason (cause and effect) why her stepsister did not allow Cinderella came to the party and how she can come to the party.
3. Reference
According to Lattulipe in Marsiyah (2009) reference is the words or phrases that is used either before or after the reference in the reading a text. They are used to avoid unnecessary repetition of words or phrases. It means that such words are used to be a signal to the reader to find the meaning elsewhere in the text or sometimes is called pronouns.
For example: Once upon a time, there was a beautiful girl called Cinderella. She lived with her stepsister and stepmother. They were very bossy. She had to do all the housework.
What does the word ”they” in the sentence refer to? The word “they”
refers to her stepsister and stepmother.
The word “they” is called reference because it becomes pronoun to “her stepsister and stepmother”.
4. Inference
When a reader adds information that he or she already knows to what is stated, the reader is making an inference (Beech, 2005). In other words, the readers can make conclusion after reading the text.
For example: One day Aladdin and Mustafa walked in the desert and came to a cave. Mustafa was afraid to go inside the cave, so Aladdin went inside and found more riches alone.
Did Aladdin enter the cave with Mustafa? No, he did not. Aladdin entered
The inference or the conclusion from the sentences above is Aladdin entered the cave alone because from the sentences we can make the conclusion that Mustafa did not enter to the cave so, Aladdin entered the cave alone.
5. Vocabulary
Barnhart (2008: 697) states that stock of words are used by person, class of people, profession is called vocabulary. Concerning with the statements indeed vocabulary is fundamental for everyone who wants to speak or to produce utterance for reading.
Forexample: ... He took his plough and hit tiger. Then he said. “Now, you know about my intelligenceeven if you haven’tseeit”.
The antonym of the underline word is...? Cleverness. In this case, the question was usually about the antonym, synonym and meaning.
After analyzing the five aspects of reading comprehension (identifying main idea, finding specific information, reference, inference and vocabulary) this research need to understand about the concept of teaching reading.
2.4. Concept of Teaching Reading
Based on Alyousef (2005: 143) teaching reading, contemporary reading task, unlike the traditional materials, involves three phase procedures; pre-, while- and post-reading stages. Pre-reading stage helps in activating relevant background knowledge. For example, the teacher can ask the students questions that make them interest and activate the students’ prediction using their background
tackling the text by developing their linguistic and schematic knowledge. Post-reading includes activities which develop learning comprehension.
There are two kinds of teaching reading; extensive and intensive. Extensive and intensive are different in some cases. The differences between extensive reading and intensive reading therefore extensive reading has more important purpose compared to intensive reading in broadening students’ knowledge. The first difference is about students’ activity in the class. In extensive reading the students’ activity is more complex than in intensive reading. The students, in
extensive reading class, usually are asked to write a summary after reading an article. As we know, writing summary is not an easy thing to do.
It allows learners to assert full control, both of the main factual or fictional content of an article or book, and the grammar and vocabulary used to express it (Bell, 1998). Besides, the students also will do a short presentation on what they have read. Bell (1998) states that by doing short presentation, the students will have knowledge of the right preparation, self- independence and autonomy. While in intensive reading, instead of writing summary and having presentation, the students are asked to answer some questions related to the topic which is given by the teacher. Usually, all of the answers are available on the text, so that the students only rewrite it.
In conclusion, through doing complex activities, extensive reading can broaden students’ knowledge more than intensive reading. In extensive reading, students
limited. The activities depend on the teacher’s guidance only. This kind of
activities will not encourage students to explore their abilities; they cannot broaden knowledge by themselves as well as in extensive reading. So, this research was used the extensive reading in this research.
In short, in teaching reading the teacher should provide learning model in reading to the students, especially before reading in order to guide the students’ interest and also the students’ background knowledge to make the students comprehend
the text easier. In this research the concept of Learning Model, Learning Method and Learning Strategy need to be developed theoretically in the next explanation.
2.5. Concept of Learning Model, Learning Method and Learning Strategy
Actually the meaning of learning strategy, learning method and learning model are different, but these term are in practice often exchange or used alternately. Joyce and Weil (2001) defines learning model is a conceptual framework that is used as a guide in learning. This conceptual framework that describes the systematic procedure in organizing learning experiences to achieve certain goals and serve as a guide in planning and implementing lessons. So, the term learning model has broader meaning than the other terms.
explanation above it can be concluded that learning method is learning procedural that focus on the achievement of learning goal.
According to Kemp (in Wina, 2006:126) learning strategy is a learning activity that must be done by the teacher and the students so the aim of learning can be achieved effectively and efficiently. Learning strategy is a set of material and learning procedural that is used to achieve the goal of study. Based on the opinion above it can be concluded that learning strategy is a learning activity that is containing a set of learning activity that is arranged by teacher to achieve the aim of learning effectively and efficiently.
After knowing the differences about the concept of learning model, learning method and learning strategy, this research used the EXCLUSIVE learning model based on Sudiarta (2005) model framework by Abdurahman, Tamimi, and Kadaryanto (2012) in teaching reading comprehension aspects. This study tried to apply this learning model by developing learning procedures in improving students’ reading comprehension aspects. It have to provide the concept of the EXCLUSIVE learning model theoretically in the next explanation.
2.6. Concept of the EXCLUSIVE learning model
This learning model is developed from a thematic study which is begun by specifying a particular topic as a central theme or topic, after the theme is determined then it is defined as the basis for determining the basis subtheme from other related study. In determining the theme it can be done by the teachers or the students or based on agreement that can be drawn from the concept around the students. The EXCLUSIVE learning model could be developed to encourage the students’ participant to be active in every phase of learning. The students are expected to give their opinions. This learning model requires the students to be active with each other and exchange their ideas, collaborate, communicative and simulate together to achieve the learning goal and the students are expected to be able to develop their ability.
In the EXCLUSIVE learning model based on metacognitive, the position of the teacher as the facilitator which provides learning resources, encourages the students to learn and solve the metacognitive problems, gives motivation, rewards and provides some helps to the students in order to learn and construct knowledge optimally. Interaction will take place the mutual interaction between the teachers, students and materials (learning sources). In the words the EXCLUSIVE learning model based on metacognitive is developed to the low structure approach, meaning that the learning process is the student centered, in this case the teacher acts as a facilitator, motivator and moderator. The emphasis in this model is the implementation of cognitive strategies, controlling and evaluating their own learning in the system of interaction.
based on the philosophy of constructivism, especially social constructivism by Vigotsky (Joyce & Weil, 2001). The system emphasizes the social construction of knowledge that each individual learns actively on his own responsibility, but individual knowledge construction will be strong when it is done collaboratively. This mutual group is a cooperative group that emphasizes effort to make the discussion based on open-sense, so there comes a sense of comfort and a sense of friendship among the students in collaborating to solve the problems associated with the central themes of the students’ life. In this case theoretically we need to analyze the syntax of the EXCLUSIVE learning model.
2.7. Syntax of the EXCLUSIVE Learning Model
Learning model that was developed based on rational learning of the students and theory of metacognition, the syntax of the learning model elaborated as follows:
1. Exploring
After giving an apperception and motivating the students about the theme that will be learned, the students are divided into groups which each group has a task to find out as much as possible the specific information that relates about the theme. In this case, the teacher divides students based on the information that they have and each group has to work together to ascertain that every member of groups master the information.
2. Clustering
clusters information. Then, from the clusters information the teacher makes group which specifically master the clusters information.
3. Simulating
In this stage, the students are offered to perform simulations. In this phase the students will do activity that was already shown by the teacher in the exploring step.
4. Valuing
In this step, the students are invited to internalize the values in the case of the problem in our life through the discussion and simulation, so there is a strong willingness and ability to apply and use in daily life.
5. Evaluating
In the last step is evaluating the process of learning so the students get some recommendations of improvements to subsequent learning activities. In this stage, the evaluation will result that there are some things that need to be explored in more depth, step back and explore to do so on such a cycle.
2.8. The EXCLUSIVE Learning Model in Teaching Reading
Kadaryanto, et al (2012) proposed this model and it was used by Santi (2013) in speaking. It has been used yet in reading skill before so, this research develops the steps of this model which consist of Exploring, Clustering, Simulating, Valuing and Evaluating.
1. Exploring
reading comprehension (main idea, specific information, references, inference and vocabulary) from the narrative text that are given. The theme was given based on the problem in their daily lives such as the problem in family and the friendship. 2. Clustering
After being explained about how to find five aspects of reading comprehension in the text, the teacher divided the students into groups. Teacher divided the students into groups based on five aspects of reading comprehension (main idea, specific information, references, inference and vocabulary). They should find the similarities in term of five aspects of reading comprehension. Each group had a duty to seek more information about one reading aspects as described previously. 3. Simulating
In this step was doing simulation. Each group had to discuss and master one of reading comprehension aspect. For example the reference group had to master and find the similarities about reference based on the text. After all members of the group understood one aspect of reading, one student became a volunteer to show other groups how to find or get the aspects of reading comprehension according to their group. Other groups pay attention during the presentation and ask some questions related to the discussion, such as “What is the main idea of paragraph
3?” and “What values can you learn from the story?”.
4. Valuing
when facing the problems in their lives, believe in themselves, also be brave to face all the problems in this world.
5. Evaluating
The last step is evaluating. In this step the students were asked to evaluate their group discussion and their performance. The teacher gave the recomendation to improve their skill in finding the five aspects of reading comprehension in reading. The teacher and the students also evaluate what they done during the teaching learning process. The teacher evaluated the difficulties in finding main idea from the text and making inference from the text.
2.9. The Procedures of Teaching Reading Comprehension through the EXCLUSIVE Learning Model
In doing this research, the treatments were given to the students by teaching reading comprehension through the EXCLUSIVE learning model using certain text as the materials. The teaching procedures was described based on the steps that implemented for the EXCLUSIVE learning model that are pre-reading activity, while-reading activity and post-reading activity.
Pre-activities.
These activities include:
1. Opening. In this activity the teacher opens the meeting and makes sure that the students are ready to studying. (motivating)
3. And then, the next activity is the teacher explains the objectives of the day lesson.
While-activities.
While activities provide the following procedures:
1. This exploring activity, firstly the teacher asks the students to make them ready learn and ask them about the text.(exploring)
2. Then secondly, the teacher gives the explanation about how to find five reading comprehension aspects (main idea, specific information, references, inference and vocabulary) to students.(exploring)
3. Thirdly, in the clustering activity the teacher divides students into five groups based on the five aspects of reading comprehension. Each group has a task to find detail information about one aspect of reading comprehension. (clustering)
4. Fourthly, in simulating activity, each group has to discuss and master one of reading comprehension aspects. After all members of the group understand about one aspect of reading comprehension, one student becomes a volunteer to show to other groups how to find or get the aspects of reading comprehension according to their group. Other groups pay attention during the presentation from other groups after their discussion and ask some questions related to the discussion.(simulating)
Post- activities.
These last activities require procedures as clarified below:
1. Firstly, the students are asked about what they have done in learning process and what the problems they face during the learning process are. (evaluating)
2. Next, in this step the students summarize the materials. 3. At last, the activity is the teacher closes the meeting.
2.10. The Implementation of the EXCLUSIVE Learning Model
Pre Activity.
In relation to the procedures previously mentioned the detail activity can be described as follows:
Teacher :What do you know about reading a text? Is it difficult for you?
Students : It is not difficult for us, Miss. Reading is a process of understanding information from the text. But, we still get confused
to get the ideas from the text, Miss.
Teacher :Hmm, alright. Now who knows about reading comprehension?
Students : Yes, Miss. In my opinion reading comprehension is the process of making sense of text, Miss.
Teacher : That is good. There are five aspects of reading comprehension. Can you mention it?
Students :We are sorry, Miss. We can not mention it.
Students : Why we have to learn about five aspects of reading comprehension, Miss?
Teacher :That is a good question. The purpose we learn the five aspects of reading comprehension is to make us easier to understand the text
and answer the questions. We can use the time effectively in
answering the question because we know the features or characters
of each questions.
While Activity.
While activity provides the following procedures as clarified below:
Teacher :Who can give the explanation of each aspect and give examples of it? Alright, I will give the explanations about it. Main idea is called
the topic and it tells what the paragraph about. How to find it in a
text? Read the first and the last sentences after that you can make a
conclusions and match with the options. What are the
characteristics of the questions?
Students :The characteristics are about the questions, such as“What is the main idea of the text? What does the text tell about?”
Teacher :That is very good answer. Now, how about the other aspects, can anyone give the explanation about it?
Students : Yes i can, Miss. The second aspect is specific information. In my opinion specific information is supporting idea.
Teacher :Alright, how to find it in a text?
Students :I think we should read all the text, Miss.
Teacher : That is good. The examples of the question are “Where Aladdin find the magic lamp? Who is Mustafa? And When Snow White met
question first then read the text quickly. How about the aspect of
reference?
Students :We are sorry,we don’t know, Miss.
Teacher : Alright. Reference is asking about pronoun. For examples are
“What does they refer to?, It refers to…”. For answering those
questions you have to read the sentencesinclude the “pronoun” in
the question. Identify the pronoun (human or thing). Read one or
two sentences before and match with the options.
Students : Can I ask you a question, Miss. “How about the aspect of inference?
Teacher : Alright, the examples in questions are “What can we conclude from the text? and What values can you learn from the text?”
Students : Yes, I understand about it, Miss. So, I can conclude that making an inference is about making a conclusion.
Teacher : That is really good answer. The last aspects are vocabulary, the questions for vocabulary are usually about synonym or antonym
and the meaning. Is it clear for you?
Students :Yes it is, Miss.
Teacher : If you have understood now I will divide you into five groups. Listen to my direction before doing your discussion. Each group
has to discuss and master one of reading comprehension aspects.
After all members of group understand about one aspect of reading
comprehension, one student becomes a volunteer to show to other
groups how to find or get the aspects of reading comprehension
according to their group. Other groups pay attention during the
presentation from the other groups after their discussion and you
can ask some questions related to the discussion. Do you
Students :Yes I do, Miss.
Teacher :Alright.What values can you learn from our activity today?
Students :I am sure that we have to work together with friends and sharing our ideas with other friends, Miss.
Teacher :That is good. Is there other opinions?
Students : Yes there is, Miss. We have to be confident when we present our ideas to other friends, Miss.
Teacher :That sounds good.
Post Activity.
The last activity can be described in details below:
Teacher : Before I close the class, I should ask you “What materials we
have learnt today?”
Students : Actually, we have studied about five aspects of reading comprehension, Miss.
Teacher :Do you find any difficulties when studied about the five aspects of reading?
Students :Yes I do, at first because we just know some aspects of reading comprehension, Miss. So, we found the difficulties in identifying
other aspects in the text.
Teacher :That is good. What about the group discussion, did you have any difficulties during the discussion?
2.11. Theoretical Assumption
Based on the frame of theories, it can be assumed that the EXCLUSIVE learning model is an approach that can stimulate the students’ ability in reading activity. By applying the EXCLUSIVE learning model in reading activities, the students can be active in learning activity. It can stimulate their motivation and interest in read through discussion in group and active in exchange their ideas with each other. The EXCLUSIVE learning model was developed based on metacognitive theory which means that the students are expected to construct their own knowledge and control their thinking.
The EXCLUSIVE learning model is supposed to create the active atmosphere in reading class. The students are active in sharing their idea or answering without afraid of making mistakes. The use of the EXCLUSIVE learning model can be effective to be used in teaching reading because students will get improvement in reading comprehension aspects.
2.12. Hypothesis
Based on theoretical assumption above, it can be formulated the hypothesis as follows “There is a significant increase of reading comprehension aspects after being taught by using the EXCLUSIVE learning model.”
This chapter provides research design, population and sample, variables, data collecting technique, research procedures, research instruments, data analysis and hypothesis testing.
3.1. Research Design
This research was intended to find out there wasa significant increase of students’ reading comprehension aspects after they were taught by using the EXCLUSIVE learning model. This research was a quantitative research based on the experimental class. It could be found by using the pretest before the treatment and the posttest after the treatment. This research was a quantitative study which used
control group pretest-posttest design. The two classes were selected, in this case, one class was the control class and the other one was the experimental class. The research design was as follow referring to Setiyadi (2006 :143) :
G1 (random) T1 X T2
G2 (random) T1 O T2
Where:
T1 : The Pretest T2 : The Posttest O : No treatment
X : Treatment using the EXCLUSIVE learning model
Control class was used to control the students’ progress inthe experimental class, whether the progress was affected by the treatment or not. In the control class, the pretest and the posttest were administered. In the experimental class, the EXCLUSIVE learning model was given as the treatment; both of the classes had the same pretest and the posttest. There were three times of treatment. In this case, the reading texts were taught through the EXCLUSIVE learning model using the different text in every meeting or every lesson plan. The pretest was done to find out the prior students’ reading comprehension before being taught by using the EXCLUSIVE learning model. Then, the posttest wasdone to find out the students’ reading comprehension after being taught by using the EXCLUSIVE learning model. Finally, the results of the pretest and the posttest were compared to get the result.
3.2. Population and Sample
3.3. Variables
There were two variables that had been used in this research. They were the EXCLUSIVE learning model and reading comprehension in text.
3.4. Data Collecting Technique
Data collecting technique was the way to get the data for the research. The data were collected to find out the significant increase of students’ reading comprehension aspects of text through the EXCLUSIVE learning model. In collecting the data the pretest, treatment and the posttest were administered. The following activities were used as follow:
1. Pretest
The pretest was conducted before the treatment, the EXCLUSIVE learning model. The pretest was conducted as an objective test in multiple choices form. The pretest consists of 20 items with the option A, B, C and D. The materials that had been tested were reading test. This pretest was given to know how far the competence of the students’ in reading comprehension aspects before the treatmentand also the mean score of students’ reading comprehension.
2. Treatment
3. Posttest
The posttest was conducted after the students taught by using the treatment in teaching reading comprehension aspects. The test was multiple choice forms consisting of 20 items with the option A, B, C and D. The posttest was conducted to find out there was a significant increase of students’ reading comprehension aspects after they were taught by using the EXCLUSIVE learning model. The posttest was conducted after three meetings of treatments. The result of the posttest was to know whether the EXCLUSIVE learning model was more effective or not to increase thestudents’ readingcomprehension aspects.
3.5. Research Procedures
In constructing the research, the research procedures used these following steps:
1. Determining the research problems
The problem of this research was intended to investigate whether there wasa significant increase of students’ reading comprehensionaspects after they were taught by using the EXCLUSIVE learning model.
2. Determining the research design
The research was conducted using the control group pretest-posttest design. 3. Determining the population and sample of the research
The population of this research was the first grade students of SMA Negeri 2 Metro, class X PMS 1 and class X PMS 3 were taken as a subject of this research.
Tryout test had been conducted in multiple choices tests and consist of 25 items with the options A, B, C or D. The tryout was administered to measure the level of difficulty (LD) and the discrimination power (DP) to find out the reliability and the validity of the test. The tryout was conducted for 45 minutes.
5. Preparing the material
The materials were taken based on the English book of the first grade student and from the internet that available with the material.
6. Administering the pretest
The pretest was administered before the treatment, to monitorthe students’ base reading comprehension aspects in the text. The pretest was conducted in the form of multiple choices. The pretest was conducted from the result of tryout test by preparing what materials that had been given and how many items before the treatment. The total items for the pretest were 20 items and it was conducted for 45 minutes.
7. Giving the treatment
After having the pretest, the students had been given three times of treatments. The treatment was teaching learning reading comprehension aspects through the EXCLUSIVE learning model. There were three different topics in each meeting.
8. Administering the posttest
was to know the students’ progress after being given treatments using the EXCLUSIVE learning model. The posttest was conducted for 45 minutes. 9. Analyzing the data
After conducting the pretest and the posttest, the data were analyzed by usingIndependent Group T-test. It was used to know whether there was a significant increase from the students’ reading comprehension aspects
(main idea, specific information, reference, inference and vocabulary) after they were taught by the EXCLUSIVE learning model. It had been computed through SPSS.
3.6. Research Instruments
The instrument of this research was objective reading test of the text that was used for the tryout, the pretest and the posttest. Those tests were in multiple choices forms that consist of four options. There were 25 items in multiple choices items for the tryout and 20 items for the pretest and the posttest consisting of text that had been tested to the students.
3.6.1. Validity
a. Content validity
Content validity was used to analyze the reading test that had been applied to measure the students’ reading comprehension aspects. According to Setiyadi (2006: 23) to fulfill this type of validity this research should be aware of all the indicators of the test items and analyze whether the instrument have represented the material which will be measured.
Table 1. Table of Specification
No. Skill of Reading Item Numbers Percentage of Items
1. Finding the main idea 1, 6, 11, 18, 21. 20%
2. Specific information 4, 8, 14, 17, 23. 20%
3. Inference 5, 7, 12, 16, 22. 20%
4. Reference 2, 10, 13, 19, 24. 20%
5. Vocabulary 3, 9, 15, 20, 25. 20%
b. Construct validity
Construct validity was about the instrument form. It investigated the research instrument appropriateness to the research object. To achieve the construct validity, the test had been adopted from the students’ hand book based on the curriculum of senior high school. Then, the test was determined according to the material that had been taught to the students.
3.6.2. Reliability
correlations and 2) in addition to the number of item in the test, mean and standard deviation, both of which are normally calculated anyhow as matter of routine (Heaton, 1991: 164). To use the split-half method, the items were classified into two parts, odd and even numbered. To measure the coefficient of the reliability between odd and even group (reliability of half test), this research was usedPearson Product Momentin following formula:
= ( )( )
[ ( ][ ( y) ]
Where:
rxy : the correlation coefficient of reliability between odd and even N : the number of students who take part in the test
x : the total numbers of odd number items y : the total numbers of even number items x2 : the square of x
y2 : the square of y
∑ x : the total score of odd number items
∑ y : the total score of even number items
(Henning, 1987: 60)
Then, the Spearman Brown’s Prophecyformula (Hatch and Farhady, 1982: 246)
was used to know the coefficient correlation of whole items as follows:
= 2(r ) 1 +
Where:
the criteria of reliability are: 0.90-1.00 : high
0.50-0.89 : moderate 0,0-0.49 : low
3.6.3. Level of Difficulty
Level of difficulty gave the description of the students’ perception about the test items. The items should not be too easy and also not be too difficult for the students as research object. To find out the level of difficulty of the test items, this research used formula below:
LD =
Where:
LD: Level of difficulty
U: The number upper group students who are answer correctly
L: The number lower group students who are answer correctly
N: The total number of students following the test
The criteria are:
<0.30 = difficult 0.30–0.70 = average <0.70 = easy
3.6.4. Discrimination Power
The discrimination power refers to the extent to which the item differentiates between high and low level students on the test. A good item according to the criteria was one which good students would do well and bad students would fail. To know the discrimination power of the test, the formula was used as follows:
DP =
Where:
DP: Discrimination power
U: The proportion of upper group students
L: The proportion of lower group students
N: Total number of the students
(Shohamy, 1985: 81)
3.6.5. Scoring System
In scoring the students’ result of the test, Henning’s formula was used in this research. The ideal higher score is 100. The score of the pretest and the posttest were calculated by using this formula:
S =
100
Where:
R: The total of right answer
N: The total items
(Henning, 1987: 17)
3.7. Data Analysis
The purpose of analysis was to determine the students’ progress in attempt to master reading comprehension aspects. The data were analyzed statistically using Independent groups T-test because the research took two classes, one for the experimental class and another class for the control class. In order to analyze how the significant the increasing of the students’ reading comprehension through the EXCLUSIVE learning model, this research used the following procedures:
1. Scoring the pretest and the posttest.
2. Tabulating the result of the test and calculating the mean of the pretest and the posttest.
3. Drawing a conclusion from the tabulated results of the pretest and the posttest, then analyzing by using SPSS (Statistical Program for Social Sciences) to the test. How the significant the difference between the score of the pretest and the posttest, will be determined by p=0.05 (Hatch and Farhady, 1982: 114).
3.8. Hypothesis Testing
After collecting the data, the result were analyzed in order to find out whether there was a significant increase of students’ reading comprehension aspects after being taught through the EXCLUSIVE learning model at SMAN 2 Metro. The Independent Group T-test was used to know the significance of the treatments effect. The hypotheses of this research were:
H0: There is no significant difference of students’ reading comprehension aspects after being taught through the EXCLUSIVE learning model at SMAN 2 Metro H1 : There is significant difference of students’ reading comprehension aspects after being taught through the EXCLUSIVE learning model at SMAN 2 Metro
Research Schedule
No. Day Date Activity Class
1 Friday March 7th, 2014 Observation
2 Tuesday March 11th, 2014 Try Out X PMS 4
3 Thursday March 13th,2014 Pretest (Control) X PMS 3 4 Friday March 14th, 2014 Pretest (Experimental) X PMS 1
5 Friday March 28th, 2014 Treatment 1 X PMS 1
6 Friday April 11th, 2014 Treatment 2 X PMS 1
7 Thursday April 24th, 2014 Posttest (Control) X PMS 3
8 Friday April 25th, 2014 Treatment 3 X PMS 1
9 Thursday May 2nd, 2014 Posttest (Experimental) X PMS 1
This chapter presents the conclusions and suggestions based on the result of the research and discussion of the data analysis.
5.1. Conclusions
In line with the results on the previous chapter, it can be drawn the conclusions that the EXCLUSIVE learning model can be used to improve the students’ reading comprehension aspects. The study showsthat the students’ ability in:
1. main idea aspect increased significantly because the students could get the important idea or sometimes available in the key words, explicit and implicit message from the text.
2. specific information aspect increased significantly because the students could find the specific definitions, examples, facts, comparison, and cause and effect that were developed from the main idea from the text.
3. reference aspect increased significantly because the students could find and used the pronouns and were able to avoid unnecessary repetition of words or phrases in the text.
5. vocabulary items increased significantly because the students could answer the question about the synonym, antonym, and meaning based on the text.
In sum, the five aspects of reading comprehension improved as learning product. In other words there was a significant difference of students’ reading comprehension aspects after being taught through the EXCLUSIVE learning model. This research was focused on five reading comprehension aspects (main idea, specific information, reference, inference and vocabulary). In this study, it showed that the most significant increase was on the aspect of finding main idea. 5.2. Suggestions
In reference to data in the previous chapter and the conclusions, this study puts forward the following suggestions:
1. The English teacher could implement the EXCLUSIVE learning model in teaching reading comprehension as an alternative way in teaching reading because this learning model could increase students’ reading comprehension aspects. The increase order of the aspects of reading comprehension firstly was on finding main idea, secondly was on getting reference, thirdly was on making an inference, fourthly was on identifying the specific information, and the fifthly was on developing vocabulary. So, the teacher should give more exercise in inference, specific information and vocabulary aspects to the students so that the students could increase their ability in those aspects.
way of teaching. For example, the teacher can ask the students to bring their dictionary during the teaching conducted. She or he may show some synonymous words. So that, the students can develop their vocabulary items by themselves.
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Research Schedule
Name : Kartika Wulandari
NPM : 1013042047
Place of Research : SMA N 2 METRO
Research Title : IMPLEMENTING THE EXCLUSIVE LEARNING MODEL IN TEACHING READING COMPREHENSION AT THE FIRST GRADE OF SMAN 2 METRO
Script Advisors : 1. Dr. Ari Nurweni, M.A 2. Budi Kadaryanto, S.Pd.,M.A
No. Day Date Activity Class
1 Friday March 7th, 2014 Observation
2 Tuesday March 11th, 2014 Try Out X PMS 4
3 Thursday March 13th,2014 Pretest (Control) X PMS 3 4 Friday March 14th, 2014 Pretest (Experimental) X PMS 1
5 Friday March 28th, 2014 Treatment 1 X PMS 1
6 Friday April 11th, 2014 Treatment 2 X PMS 1
7 Thursday April 24th, 2014 Posttest (Control) X PMS 3
8 Friday April 25th, 2014 Treatment 3 X PMS 1
9 Thursday May 2nd, 2014 Posttest (Experimental) X PMS 1
Metro, 7 March 2014 The Researcher
Reading Test
Read the text carefully then answer the question by giving a cross mark on the correct option (a, b, c or d).
Text 1
The following text is questions for number 1-5.
The Legend of Malin Kundang
A long time ago on a small beach in Indonesia, lived a woman and her son, who was called Malin Kundang. They did not have very much money, but Malin Kundang was a healthy strong boy who was a good boatsman and swimmer. He went to the sea to catch fish, which he and his mother ate or sold in the town.
One day, Malin Kundang saw a trader’s ship in trouble. It was being raided by a small band of pirates. Malin Kundang went to help the ship and fought off the pirates. The trader was very grateful to Malin Kundang, and very impressed by his strength and bravery. He asked Malin Kundang to work with him and Malin Kundang agreed.Malin Kundang made lots of money. He bought a huge ship of his own and married a beautiful wife.
Many years later, Malin Kundang’s ship landed on the small beach where he grew up. People on the beach recognised him, and the news travelled around the village. His mother, who had been sad and lonely without him, heard the news and ran to the beach to meet her beloved son.
Malin Kundung, wearing his expensive clothes and standing with his beautiful wife, didn’t recognise his mother and refused to greet the poor old woman. His mother begged him to see her three times, but he declined. At last Malin Kundung shouted “Enough, old woman! I havenever had a dirty and ugly peasant woman like you as a mother!” and he ordered his crews to set sail.
His mother was angry. She shouted that she would turn him into stone unless he apologised. Malin Kundung laughed and started to sail away into the calm sea. Suddenly a thunderstorm descended. Malin Kundang’s ship was tossed to and fro on the huge waves, and sank. Malin Kundang was thrown from the ship onto a small island and turned into stone.
1. What is the main idea of the text?
a. Malin Kundang was a healthy strong boy b. Malin’s mother heard the news and meet him
c. Malin Kundang helped a trader and asked to work with him d. Malin Kundang did not admit his mother
