1 THESIS
HUSNUL FAHIMA TE. 151573
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY OF
SULTHAN THAHA SAIFUDDIN JAMBI 2019
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THE EFFECT OF EXPOSITORY STRATEGY ON STUDENTS’ READING COMPREHENSSION AT THE TEN GRADE MADRASAH ALIYAH AL-
IKHLAS KOTA JAMBI
THESIS
Submitted as Partial Fulfillment of Requirements to Obtain Undergraduate (SI) Degree at English Education Program Faculty of Education and Teacher
Training
HUSNUL FAHIMA TE.151573
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI 2019
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DEDICATION
In the name of Allah SWT for HIS blessing and the merciful with deep thanks and proud. I dedicate this thesis especially to :
My beloved father “M.Syatar” and mother “Hadisah” my beloved brother “M.
Fatkhul Khairi” who have been caring me with love and affection, teaching, and educating me that Islam be part of my life.
My best friends “Gusmardiana”, “Fitriani Zubairi” , “Iqfatul Husna” , who have been always giving me support. All of my classmates ENGLISH EDUCATION OF B
2015. Your support and your kindness make me strong to stand until now.
And for all I just want to say : Thank you very much.
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MOTTO
ا ًر ْسُي ِِرْسُعْلا َِعَم ِ نِإ. . .
Meaning: “indeed, with hardship comes ease” (Al-Insyirah ayat 6 )
(Al-Qur‟an Al- Kareem in English Translation, 2018)
Artinya: “sesungguhnya, sesudah kesulitan akan datang kemudahan (Al-Insyirah ayat 6)”
10 ABSTRACT
Name : Husnul Fahima
Major : English Educational Program
Tittle : The Effect Of Expository Strategy On Students' Achievement Of English At The First Class MA Al-Ikhlas Kota Jambi.
This study aimed to find out the effect of expository strategy on Students‟
achievement of English language study at the first grade of MA Al-Ikhlas kota jambi, this research was quantitative research and it was conducted by using quasy- experimental design with nonequivalent control group design . The subject of this research was 40 students, 20 students in experimental class and 20 students in control class. The result of the analysis indicated that the mean of post-test score (135.93) was higher than the mean of pre-test score (122.57). So that Ha was accepted. It means there was significant effect of using expository strategy after giving treatment.
Next, the writer had computed that the score of ttest ≥ ttable (3.315 ≥ 2.024). So, Ha was accepted. It means, there was significant effect of using expository strategy and those who are not at the ten grade of MA Al-Ikhlas kota jambi.
Keyword : Expository Strategy, Reading Comprehension.
11 ABSTRAK
Nama : Husnul Fahima
Jurusan : Pendidikan Bahasa Inggris
Judul : pengaruh strategy ekspository terhadap prestasi belajar bahasa inggris siswa di MA Al-Ikhlas kota jambi.
Penelitian ini bertujuan untuk mengetahui pengaruh menggunakan startegi expository terhadap pemahaman membaca siswa pada kelas satu MA Al-Ikhlas kota jambi, penelitian ini adalah kuantitatif, yang menggunakan quasi eksperimental design dan subjek penelitian ini adalah 40 siswa. 20 siswa di kelas percobaan dan 20 kelas di kelas kontrol. Dari hasil analisis peneliti mengindikasi bahwasanya hasil dari rata- rata nilai post-test (135,93) lebih tinggi dari nilai rata-rata pre-test (122,57). Jadi, Ha bisa diterima, oleh karena itu ada pengaruh yang signifikan setelah perlakuan.
Selanjutnya, peneliti telah menganalisa nilai thitung ttest ≥ ttable (3,315 ≥ 2,024), jadi Ha diterima. Artinya, ada pengaruh yang signifikan dari pemahaman membaca siswa yang menggunakan strategi expository dengan siswa yang tidak menggunakan strategi expository pada sepuluh MA Al-ikhals kota jambi.
Kata Kunci : strategi expository, Pemahaman Membaca.
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TABLE OF CONTENT
PAGE OF TITTLE ...
OFFICIAL NOTE ...
ORIGINAL STATEMENTS ...
DEDICATION ...
MOTTO ...
ACKNOWLEDGEMENTS ...
ABSTRACT (English) ...
ABSTARK (Indonesia) ...
TABLE OF CONTENT ...
LIST OF APPENDICES ...
CHAPTER I INTRODUCTION
A. Background of The Study ... 1
B. Identification of The Problem ... 4
C. Limitation of The Problem ... 5
D. Formulation of The Problem ... 5
E. The Purpose and Use of The Research ... 5
CHAPTER II REVEW OF RELATED LITERATURE A. Description of The Theoriy ... 7
1. Reading ... 7
2. Comprehenssion ... 8
3. Reading Comprehenssion ... 10
4. Narrative Text ... 12
B. Expository Learning Strategies ... 14
1. Conceptual Definition ... 14
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2. Operational Definition ... 18
C. Previous Study ... 20
D. Hypothesis of Research ... 23
CHAPTER III RESEARCH METHODOLOGY A. Place and Time of Research ... 24
B. Method and Design of The Research ... 24
C. Population and Sample... 26
1. Population ... 26
2. Sample ... 26
D. Variable of The Research ... 27
E. Instrument of The Research ... 27
1. Latticework of The Research ... 29
2. Range of Students‟ Reading Comprehenssion ... 30
F. Technique of Analysis Data ... 30
1. Testing ... 30
a. Pre-test ... 30
b. Post-test ... 30
G. The Validity and Reliability Test ... 31
1. Validity... 31
2. Reliability ... 31
H. Technique of aAnalysis of The Data... 31
1. Descriptive Analysis ... 32
2. Statistical Analysis ... 33
a. Normality Test... 33
b. Homogeneity Test ... 33
c. Paired sample t Test ... 34
d. Independent sample t Test ... 36
I. Hypothesis Statistic ... 39
J. Research Schedules ... 39
14 CHAPTER VI FINDINGS AND DIDCUSSION
A. The Descriptive Analysis ... 40
1. The data of Experimental Class ... 40
2. The data of Control Class ... 41
B. Analysis of The Data ... 43
1. Normality of Pre-test and Post-test ... 43
2. Homogeneity of Pre-test and Post-test ... 44
a. Pre-test of Experimental and Control Class ... 44
b. Post-test of Experimental and Control Class ... 44
3. Statisctical hypothesis test ... 44
a. Paired Sample t-Test ... 44
b. Independent Sample t-Test ... 45
c. Interpretation ... 46
CHAPTER V CONCLUSSION AND SUGGESTION A. Conclusion ... 47
B. Suggestion ... 48 REFERENCES ...
APPENDEX ...
CURRICULUM VITAE ...
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LIST OF APPENDICES
Appendix 1 : Instrument Test ... 49
Appendix 2 : Students Score ... 58
Appendix 3: The Calculating of Frecuency Distribution ... 50
Appendix 4: Statistical Hypothesis T-test ... 69
Appendix 5: Normality ... 72
Appendix 6: Homogeneity ... 91
Appendix 7: The Effect Size ... 93
Appendix 8: Lesson Plan Experimental Class ... 94
Appendix 9: Lesson Plan Control Class... 112
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CHAPTER 1 INTRODUCTION
A. Background of the study
Everybody knows that language can‟t be apart from human life. People need language for communication with each other. By using language It can support them in learning all subject matters, people can express their ideas and feeling. Therefore, language has a central role in students‟ social and emotional development.
In Indonesia, English is a foreign language. Learning a foreign language is an integrated process that the learner should study the four basic skills:
listening, speaking, reading, and writing. We use it to understand our world through listening, reading and to communicate our feeling, need, and desires through speaking and writing. By having more knowledge about language skill we have much better chance of understanding and being understood and getting what we want and need from these around us. In learning language, there are four skills should be mastered by students, such as listening, speaking, reading and writing. These four skills should be involved by teacher in process of teaching and learning in a classroom.
Reading has a significant place in learning English. It is important because it can help the students to gain information such as general knowledge, subject of school. According to Harmer (2007,p.98), Through reading people can improve their own knowledge which is needed to ensure the continuing personal growth and adapt the change in the world.
According to Harmer (2007,p.99), reading is not beneficial for students career, study or simply for pleasure but also reading is useful for language acquisition. In English Education field, reading skill would be improving students to understand the text or integrate new idea from the text.
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Reading is one of the important skills in English and it gives many benefits for us. Reading is the window of the world. By reading, people can get more knowledge and information from books, magazines, newspapers, and others.
Reading is an activity of understanding meaning. Through the reading activity, the students can enlarge their knowledge and it can also make them wise and respectful. Students‟ reading ability must be developed. Teachers have duties to develop their skill and ability. Everything teachers do in reading class should be designed to build students‟ ability to understand increasingly complex content of the texts. The methods, techniques, and teaching media that are chosen and used by the teacher will influence the success of teaching learning process and student‟s achievement. In the teaching reading activities strategy are needed in this research. A good strategy also make the class to be alive during the reading lesson. Active learning can make the students interested in the reading lesson that given to them, not only silent or passive in the teaching and learning process.
Teaching strategy is teacher‟s way used in teaching learing process to manipulate the students teaching strategies include several procedure sistymaticlly that can be implemented by the teacher to make teaching learning process become more effective and interested. It makes the students enjoy their learning process and they are also involved in classroom activities.
It will give significant effect to the students because they are learning by doing. In this case, teacher‟s competence in applying teaching strategy has an important role in teaching learning process. The teacher has the role not only teach the student but also advise and guide the studentstrought teaching strategy that is applied. Teacher‟s the role is found in expository teaching strategies. In wich, expository teaching is a group of teaching atrategy that involves the transmission of information in a single direction from sousrce to the students (one way communication).
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However, Expositpry learning strategy is a learning strategy that emphasizes the process of delivering material verbally from a teacher to a group the students with the intention that students can master the subject matter optimaly. In this system, the teacher present the material in a from that has been prepared neatly, systematically, and completely, so that the students just listen and digest it regulary and orderly. Students are also required to master the material that has been delivered.Expository strategies are a way of delivering lessons from a person teacher to students in the class by speaking at the beginning of the lesson, explain the material and examples of questions accompanied by questions and answers The expository learning strategy is also interpreted as a strategy learning that emphasizes the process of delivering verbal material from a teacher to a group of students with the intention that students can mastering subject matter optimally means students understand what is has been delivered by the teacher. Basically the expository strategy is a form of approach teacher-oriented learning. Be observed through this teacher strategy plays a very dominant role. The teacher delivers learning material structured in the hope that the subject matter delivered can be controlled by students well and correctly. So, in the learning process, strategy learning has a considerable role in learning activities teach. One strategy that can be used so students are no longer bored in learning is to use expository strategies. Strategy expository has a very important role in achieving goals in learning activities, because the main focus of this strategy is ability academic students, so that teachers will be more active, creative and innovative deliver the material to be delivered. Use of the strategy right will be able to accelerate the process of achieving the objectives of learning.
Many senior high school students have difficulties in comprehending the English text. Based on the researcher‟s experience in a teacher training program (PPL) in one of senior high schools in Kota Jambi, the writer found some problems in reding activities for students such as: first, students have
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limited vocabulary. It is the problem which made the students fail to answer the question because they did not know the meanings of many words on the text. Second, students had different background knowledge that did not connect with the unfamiliar text. Third, teaching and learning environment were problems that made them not interested in the subject.
Since Indonesian students learn English as a foreign laguage and they can be called beginner in English, learning in pleasant circumtances is very important for them. Interesting supporting material in learning can attract their interest and help their concentration stay longer. The reading materials in the text book were not interesting for them because the stories often came from other countries and the reading texts were not appropriate to the student‟s background knowledge. Hence, it was difficult for the students to comprehend the text. reading material appropriate to the level and interest of particular student has been identified, the more of the material that students read, the better and the more quickly his reading compehension will develop.
MA Al-Ikhlas Jambi City is a educational institution located in Jln. RD.
Bakaruddin, RT. 18, Recognize tamarind, Jambi city. this is also an educational institution in the shade Ministry of Religion institution. From the results of interviews, as an effort to strengthen preliminary observations conducted on 07 October 2018 with Ana Siska as an English subject teacher at MA Al-Ikhlas, information was obtained that students' academicachievements at the MA were from year to year does not always increase because the learning process is less effective and there is no strategy applied.
Based on the description above, the author is interested in researching and reviewing more about the expository method, so the author raised the following title "The Effect Of Expository Strategy On Students' Achievement Of English AtThe First Class MA Al-Ikhlas Kota Jambi.
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B. Identification of Problem
As explanation above with the begining observation, found phenomena which choiced as identification of the problem the following;
1. Strategy that used in the teaching and learning activities or process less effective.
2. Sometomes teacher gives material of English reading without explaining the aim of reading.
3. Student‟s concentration was only at answering question , by neglecting the learning purpose.
C. Limitation of Problem
In this research, the writer focused on the effect of Expository strategy on students‟ achievement of Reading comprehension to teach students at the fisrt class MA Al-Ikhlas Kota Jambi academic year 2018.
This research is limited to the effect of Expository strategy towards to the students‟ reading comprehension only conducted at the first grade of MA Al- Ikhlas Jambi city. That where students whom in teaching and learning process of English taught by using Expository strategy (called as experimental class), and the students whom in teaching and learning process of English not using expository strategy, only using conventional method.Conventional method is learning that is done by the teacher, in the conventional method the teacher usually teaches only using textbooks or worksheets with emphasis on the lecture method (called as control class).
D. Formulation of The Problem
Based on the background above, the problem can be formulated as follows:
1. Is there any significant effect of expository strategy on students‟
reading comprehension achievement after conducting treatment ?
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2. Is there any different score of the students who taught by expository strategy and students who taught by demonstration strategy ?
E. The Purpose and Use of The Research
The present study is intended to find out wheter or not:
1. There is significant effect of expository strategy on students‟ reading comprehension achievement after conducted treatment.
2. There is different score of the students who taught by expository strategy and students who taught by demonstration strategy.
a. The purpose of the research
1) To know students‟ score in reading comprehension by using expository strategy.
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To find out“The Effect Of Expository Strategy On Students' Achievement Of English Language Study At The First Class MA Al-Ikhlas Kota Jambi".
b. The use of the research 1) For the teacher
The result of this research is expected to give contribution to the English teacher about the effect of expository strategy toward the students reading comprehension.
2). For the students
Discovery of this research hoped can give some contribution and also expected this research able to help students in reading comprehension.
3). For the research
For the next researcher who will research some cases, in order co carry on large concerning again so that the result gotten in application using learning expository strategy really means for students.
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CHAPTER II
REVEW OF RELATED LITERATURE
The discussion of some literature in this chapter is related the variables of the research. The are the definition reading comprehension, expository strategies instruction reading comprehension. All of them be discussed deeper below:
A. The Description of The Theoriy 1. Reading
Reading There are so many understanding in the meaning of reading. One of another definition is from Carnie (1990, p. 30), she stated that reading is defined as getting information from the text and interpretation. In other words, reading is the ability to draw from the printed text and interpret the information appropriately. Carnie says that reading is the ability to get information from the text.
According to Daiek as stated in Nancy (2004, p. 5), reading is an active process that depends on both an author‟s ability to convey meaning using words and your ability to create meaning from them. Based on theory of Daiek, reading is a process that depends on the skill of author to explain or convey the meaning in a text by using the words and how the author delivers the opinion to create new word or meaning of sentence and then explore it to be sentences or paragraph.
Another definition proposed by Grabe (2002, p. 11). He stated that reading is a centralized process of understanding. People read to understand what the author intended to convey on writing, although they also do more. In addition, he said that one of the reasons to show that reading assumes an understanding is becoming clear that all cognitive processes involved in reading related to this basic purpose. There are many different purposes of reading. Sometimes people
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read a text to learn material, sometimes people read for pure pleasure, and sometimes they need to follow a set direction. If a reader wishes to get a general idea of text content, they will pay less attention to the detail of the text and he may read in very different ways than if he is studying a text in order to identify key information. Thus, it becomes inevitable to say that the reason he is reading a text will influence the way he reads it. Reading short story at bedtime is likely different from reading a hand out for an examination to the next morning of course. A readers‟ purpose determines the way in which he treats a passage and which comprehension skills he uses. Because, according to Hennings (2003, p.
2), what the readers get from reading also depends on what they bring to the reading of selection and the purpose for reading it. On the other hands, it is clear to say that reading purpose will influence the skills required or used. Skill is not only to learn knowledge, but also abilities to process information. Based on opinion above, reading is one form of the language, which used the reader to get information by the author through writtent language. Readers will read words, phrases, sentences, and another.
2. Comprehension
Comprehension is an active process that involves the child integration of prior knowledge with information the text in order to comprehend that text.
According to Richards, Platt, and Weber (1998, p. 558), comprehension is as the process by which a person understand the meaning of the written or spoken language. It means that someone can understand the meaning of written or spoken language through the process of listening seriously, and it can make him to be understood the meaning of the written or spoken language.
Another definition of comprehension was stated by Kustaryo (2000, p. 67), he states that comprehension is the relationship among the elements of reading skills, they are competence, reading techniques, and good comprehension. It
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means it is dependent on several cognitive processes, including decoding, word recognition, and knowledge.
According to Danielle (2007, p. 28), comprehension means different things to different people. Indeed, comprehension is not a unitary phenomenon but rather a family of skills and activities. The different types of comprehension share a common core set of processes. A general component in many definitions of comprehension is the interpretation of the information in the text, the use of prior knowledge to interpret this information and, ultimately, the construction of a coherent representation of picture in the reader‟s mind of what the text is about.
Level of comprehension refer to the degree in which a reader can be categorized as good as poor readers, proficiency or less proficiency readers.
Heilman (2001, p. 22) states there are three main level of comprehension: (1) Literal Comprehension:Understanding the ideas and information explicitly stated in the passage. Abilities: (a) Knowledge of words meanings. (b) Recall of detail directly stated or paraphrased in own words. (c) Understanding of grammatical cluessubject, verb, pronouns, conjunctions, and so forth. (d) Recall of main idea explicitly stated. And (e) Knowledge of sequence of information presented in passage.(2) Interpretative Comprehension: Understanding of ideas and information not explicitly stated in the passage. Abilities: (a) Reason with information presented to understand the author‟s tone, purpose and attitude. (b) Infer factual information, main ideas, comparisons, cause-effect relationships, not explicitly stated in the passage. And (c) Summarization of story content.. (3) Critical Comprehension: Analyzing, evaluating and personally reacting to information presented in a passage. Abilities : (a) Personally reacting to information in a passage indicating it meaning to the reader. And (b) Analyzing and evaluating the quality of written information in terms of some standards. (4) Creative Comprehension: Understanding of ideas and information not explicitly stated in the passage. Abilities: (a) Reason with information presented to understand the cause effect relationship in a text, although it is not stated directly.
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(b) It must be able to think and use the imaginations. And (c) Solving problem, producing new creations or new ideas and develop new insights.
3. Reading Comprehension
Reading comprehension is complex skill that requires an active interaction between text elements and the reader. The reader is an active participant with a text and the reader makes sense of how ideas based on the text relate to one another by interpretive interactions between what the reader gleans from the text and what the reader already knows. From the statement, it is clearly understood that comprehension is the most important in reading. Since comprehension of the text is the ultimate goal in reading. Understanding comprehension processes is crucial to the study of reading.
According to Grabe and Stoller (2002, p. 7), reading comprehension is an ability to understand or to gain the information from a text. Furthermore, Partnership for reading defined reading comprehension as the understanding of a text that is read, or the process of constructing meaning from a text (Partnership for reading, August 10, 2010). It means that a reader must be able to interpret what the meaning of the text well.
Otto (1979, p. 70) states reading comprehension is as an interaction between thought and language. It means that an interaction in reading, it can produce a thought and then we are thinking, and we has a question for asked to someone, that called is language.
A crucial factor affecting comprehension is the importance of the reader‟s background of experience. One important area of a student‟s background of experiences is that related to language development and growth. The following factors are among those that affect the comprehension of written material Otto (1979, p. 70): (1) Oral language development related to real objects, experiences, and pictures. (2) Ability to listen with understanding to stories read aloud. (3) Firsthand experiences with people, object, and place. (4) Continuous
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development of syntactic and semantic features of our language. And (5) Oral language development of syntactic and semantic features of our language.
Furthermore, Shepherd as stated in Edithia (1988) states some principles of learning that must be applied to reading comprehension, they are: (1) A background knowledge of experience and knowledge is necessary for learning. A reader‟s background knowledge influence reading comprehension. Background knowledge includes all of the experiences that a reader brings to a text: life experiences, educational experiences, knowledge of how text can be organized rhetoritically, knowledge of how one‟s first language works, knowledge of how the second language works, and cultural background knowledge. If students are reading on an unfamiliar topic, teachers need to begin the reading process by building up background knowledge. New ideas must be connected to existing ideas and information. A background that provides a basic understanding of the vocabulary and enables the student to apply concrete illustrations of the new ideas forms the base on which he can build the new information. (2) Learning must have meaning for the learner. The goal of reading is to enable the reader to get meaning from the printed material it means that he reader must be able to understand the information and to determine its significance. (3) The students must have a purpose and a motivation to learn. It is the fact that practice is a necessary part of skill development, so, if the students do not read because of lack of a purpose and a motivation, he does not get the practice he needs in reading skills. As a result, any instruction he may get in the skills of reading will be useless to him, and it makes him unsuccessful in comprehending. (4) The learner must be active in his learning. Learning to read is not a passive process. It is nearly impossible to teach skills to a student if he puts forth little or no effort.
The teacher can tech techniques, but the students must practice and apply them.
(5) Learning requires the forming of habits. When a student learns how to use reading skills and how to attack a reading assignment he is learning techniques habits that will insure success and efficiency in his effort. For the student to
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become an efficient reader, many of the skill must be so well development that they function smoothly and simply. (6) Much learning is by association.
Learning to read is no exception. The students learns first to use and understand language through listening and speaking. Reading is one additional from the form of using language. When he reads he recognizes the words and attaches meanings to them from his oral knowledge about them. In addition, a new meaning for a word is easier to remember if the students already knows the word another meaning. (7) Learning requires practice. This is particularly true of learning to read. The student does not learn an effective reading technique merely by being shown.(8) Favorable attitudes toward learning foster toward learning foster effective learning. Students who have difficulty in reading and who develop negative attitudes toward the reading act will find it difficult to use reading an effective learning tool. Their whole mental set will oppose this avenue of learning. (9) Students learn at different rates and in different modes. Humans vary in their traits, capabilities, and development, and the teacher must take these differences into account. Therefore, the teacher cannot expect all students to have the same abilities, needs, and levels of reading. (10) Learning is more effective if the learner knows the reason for what he is learning. In reading skill development the students need to understand the importance and usefulness of each skill. He needs to understand how he skills can increase his reading competence. Such realizations will not only help his improvement in reading, but his motivation will also improve.
4. Narrative Text
According to Anderson (2003,p. 3), narrative text is a text that has a purpose to entertain the reader or listener. However, narrative can also be written to teach or inform, to change attitudes or social opinions and to show the moral of a story. Similarly, Meyers (2005:52) argues that narrative is telling a story and
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to be interesting for readers to respond to some event in your life as if it were their own.
In addition, Pradiyono (2007,p. 94) defines narrative text is a kind of text to retell the story that past tense. The purpose and social function of the narrative text is to entertain or to amuse the readers or listeners about the story. So, narratives text is text that tells a story which raises the problematic expeerience in the past and resolution to amuse the reader which consist of some character, plot, setting, and action wich have the problematic like fable,legend, folktale, etc and to teach the students of story‟s lesson which divided into orientation, complication, sequence of events and coda (moral value).
According to Anderson (2003,p. 3), the steps of narative text are an orientation, a complication, a sequence of events, a resolution, and a coda. An orientation is about the opening paragraph where the characters are introduced, where and when the story takes place. A complication is about the problems that the participants have. The complication is pushed along by a serious of events, during which we usually expect some sort of complication or problem to arise. It just would not be so interesting if something unexpcted did not happen. This complication will involve tha main charcters and oven serves to (temporally) toward them from reaching their goal. A sequence of events where the characters react to the complication. A resolution is about how the problem is solved. It includes their feeling and what they do. The event can be told in chronological order (the order in which they happen) or with flashback. The audiens is given the narrator‟s point of view. And a coda provides a comment or moral based on what has been learned from the story, but it is an optional step.
There are language features of narrative text. According Anderson (2003,p.
4), the language features usually found in a narrative text are specific characters such as The King, time words to tell when they occur such as one upon a time, verbs to show the action, and descriptive words to portray the characters and settings. Beside that, the reader usually found direct and indirect sentences in
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narrative text and the writer uses past tense ; simple past, past continuous and past perfect tense.
According to Anderson (2003,p. 6), the purpose of narratives is to present a view of the world that entertains or informs the reader or listening. Similarly, the basic purpose of narrative is to entertain, to amuse and to hold reader‟s interes.
Therefore, narrative is a kind of text which make the reader enjoy and interest with the story and to teach or inform narrative. The readers more than enjoy to read kinds of story that them feel amuse and make them laughing. In conclusion, reading narrative text is the activity of getting information from the text which aims to entertain or amuse the readers through a sequence of events and ends in resolution.
B. Expository Learning Strategies 1. Conceptual Definition
In general, the strategy has a sense as an outline of the course in acting to achieve predetermined goal. Associated with teaching and learning strategies could be interpreted as a general pattern of activities of teacher and students in the realization of teaching and learning activities to achieve the goals outline.
“Strategies engineered to improve and enchance students conceptual learning and thinking”. (Pupuh Patorrohman, 2007:p.11).
According to Wina sanjaya (2006) :Expository learning strategies are leaning strategies that emphasize the process of delivering the material verbally from a teacher to the students with the intention that students can master the course material in a optimal fashion”. (p:177).
Somantri (2001, p.45) says that “Differentiates strategy and strategy expository lectures”. Teacher dominance in expository strategy greatly reduced.
Teachers do not always talking, the information given at the moment or part are needed, such as in the early learning, explains concepts and new principles, while
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giving examples of cases in the field etcetera. Expository strategy is a way to convey the idea or ideas in providing the information orally or in writing.
Activities teacher talk expository strategy is only done at certain times, such as early learning, explaining the material, giving the example problem. Activities students not only listen, take notes, or pay attention to it, but doing practice question, perhaps in these activity student ask each other question. Doing exercise along with his friend, and a students is asked to do on the board, when the activities students do exercises, activities teacher examine students work individualy and the explain the return or an individual basis. When it is still much work the students has not been perfect, these activities are followed in the classical description.
According to (David P Ausebul In Pantatito Gunowibowo, 1998, p:67) montion that “Expository strategy is a way of teaching the most effective and efficient in imparting meaningfull learning”. Furthermore, (Dmyati and Mudjiono, 1998, p:172). Say that “Expository strategy is to move the knowladge, skills, and values to sudents”.
1. The teacher‟s role is important they are : a. Put together a program of learing b. Provide accurate information c. Giving goog facilities
d. Supervising students in the acquisition of correct information e. Assessor gain information
2. While the role of the students is : a. Search the right information b. User and source the right media
c. Complete the task with teacher assessment
3. There are several steps in the use expository strategy, namely:
a. Preparation
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The preparation phase with students preparing to receive lessons. In the expository strategy, the preparatory step is a very important step. The success of implementing learning by using expository strategies is very dependent on the preparatory step.
b. Presentation
The presentation step is the step of delivering the subject matter in accordance with the preparations that have been made. What every teacher must think about in this presentation is how to make the subject matter easily captured and understood by students.
c. Correlation
Correlation step is the step of linking subject matter with student experience or with other things that allow students to grasp the relationship in the structure of knowledge they already have. Correlation step is done nothing else to give meaning to the subject matter, both meaning to improve the structure of knowledge that it already has and meaning to improve the quality of students' thinking abilities and motor skills.
d. Conclusion
Summing up is the stage for understanding the core (core) of the subject matter that has been presented. The concluding step is a very important step in the expository strategy, because through the concluding step students will be able to take the essence of the presentation process.
Summing up also means giving students confidence about the truth of an exposure. Thus, students no longer doubt the teacher's explanation.
e. Application
The application step is a step to show the ability of students after they listen to the teacher's explanation. This step is a very important step in the expository learning process, because through this step the teacher will be
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able to gather information about the mastery and understanding of subject matter by students. The techniques commonly used in this step include, first, by making assignments relevant to the material that has been presented. Second, by providing tests that are consistent with the subject matter that has been presented.
4. Advantages and disadvantages expository learning strategies are : a. Advantages
With expository strategies teacheres can control the order and the breadth of learning materal so teacheres can know the extent to wich students master the learning material are dlivered.
Expository learning strategies are considered highly effective if the learning material that students must master a wide, while the time owned to learn is limited.
Through expository learning strategies students can hear through the narrative (lecture) about a subject matter, also that the same time students can see or observe (trough the implementation of demonstration)
Another adventages is this learning strategy can be to the number of students and class sizes are large.
b. Disadvantages
This learning strategy can only be possible to students with hearing and listening skill are good.
This staretegy migh not be able to serve both individual differencesn in ability differences, differences in knowladge, interest and talents and learning style differences.
Because this strategy was widely shared through lectures it will be difficult to develop social skills, interpersonal relationship, as well as the ability to think critically.
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Expository teaching strategy sucsess greatly depends on what the teacher such as preparation, knowladge, confidence, passion, enthusiasm, motivation and a variety of capabilities such as ability to speak (communication) and the ability to manage the classroom.
Therefore he communication style of learning strategies are more prevalent in one direction then the speed to control the students understanding of learning materials will be very limited anyway.
Attention to some weakness in the above, it should be in implementing this strategy teacheres need better preparation of learning materials that will be conveyed as well as on other matters that could affect the smoothness of the presentation.
Some definition of the above can be synthesized that learning strategies that emphasize expository is strategy on delivery of the material by the teacher. Beacause in this strategy that teacheres play an active role to explain the lesson material that is usually done by the method of the lecture and demonstration. While the students just listen and digest the lesson material provided by the teacher. This expository learing strategies require students to capture and remember information that has been given back to teacheres and reveal of produce what has been owned by the response he gave when the teacher asking question.
2. Operational Definition
Based on the theories that have been mentioned above it can be conculed that the researchers took a expository learning stategy requires and active teacher in explaining the subject matter, therefore, teacher should consider several steps in the application of learning strategies to expository material can be easly understood by students. The expository strategy steps are (preparation), (presentation), correlation), (conclusion), and (application).
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Expository learning strategy is a strategy that emphasize the process of delivery of material by the teacher. Because in this strategy that teacheres play an active role to explain the lesson material that is usually done by the mehod of the lecture and demonstration, while the students just listen and digest the lesson material provide by teacher, these expository learning strategies require students to capture and remember information that has been given the teacher, and uncover or re-procedure what has been owned by the response he gave when the teacher asked the question.
The advantages of this expository learning strategies teacheres can control the order and the beardth of learning material, very effective if students mastered the learning materials is quite extensive and time are limited and have to learn this strategy can also be used for the number of students and class sizes are large.
The weakness of this expository learning strategy can only be possible to students with hearing and listening skills are good and may not be able to serve both individual differences in ability differences, differences in knowladge, interest and talents and learning style differences.
Expository teaching strategy sucsess greatly depends on what the teacher such as preparation, knowladge, confidence, passion, enthusiasm, motivation and a variety of capabilities susch as ability to speak (communication) and the ability to manage the classroom. Because, this strategy was widely shared through lectures it will be difficult to develop students‟ skills in terms of social skills, interpersonal relationship, as well as the ability to think critically.
Expository learning strategy should be in is its implementation should teacher need better preparation of learning materials that will be delivered as well as on other matters that could affect the smoothness of the presentage in the learning process.
With using Expository strategy teacheres can control the order and the beardth of learning material so teacheres can know the extent to wich students master the learning materials are delivered. Because in this strategy that teachers play an
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active role to explain the lesson material that is usually done by the method of lecture and demonstration, while he students just listen and digest the lesson material provded by the teacher. This is expository learning strategies require students to capture and remember information that has been given back to teachers and reveal or produce what has been owned by the response he gave when the teacher asking the question.
Expositiry teaching strategy is on of variety of learning strategies. In this strategy the teacher holds a very dominant role. Because, in this strategy teachers deliver the subject matter is structured in the hope of learning the material presented can be mastered with good students.
Data of research The Effect Of Expository Strategy To Achivement English including data interval and nominal data is thereforeused the formula “test” to analyze such data.
C. Previous Study
They are some previous researcher which have the some topic with this research.
The first research comes from Armiya (2011) with the title"The Effect of Expository Learning Strategy and Learning Style on Learning Outcomes of Islamic Religious Education in Middle School District of Peureulak District, East Aceh Regency”. This thesis about the influence of expository learning strategies and learning styles on the learning outcomes of Islamic religious education. in this study the authors say that with expository learning strategies teachers are able to control the order and breadth of learning material. the teacher can know the extent to which students master the learning material that is shared. through expository learning strategies, in addition students can listen through narrative about a subject matter, as well as students can see or observe a material that is conveyed.
in this study it was also explained that the results of two-way Anova trials were obtained by the influence of expository learning strategies on learning outcomes of Islamic Religious Education in SMP Negeri 1 Peurelak District, East Aceh District,
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with the calculated F value of 5.366 with a significant value = 0.023 this means less than 5%. then the results of the analysis of researchers draw the conclusion that learning that uses expository strategies is easier for students to receive and improve learning outcomes quickly.
The second research comes from Lisnaeni (2017) with the tittle "Effectiveness of Expository Learning Strategies in Increasing Learning Outcomes of Hadith Qur'an in Class X Students of Hidayah Hill Malino Islamic Middle School". in this study the researcher said that the expository learning strategy is a learning strategy that is used by giving prior information such as definitions, principles, and concepts of subject matter and providing examples of problem solving exercises. the use of expository learning strategies is a learning strategy leading to the delivery of the content of the lesson to students directly. Qur'an learning results Hadiths in class X students of the Bukit Hidayah Islamic Senior High School (MA) after the application of expository learning strategies are in the high category. this is indicated by the acquisition of a percentage in the high category of 68.18% with an average value of 81.45 out of 22 students. so, it can be concluded that this study was successful.
The third research comes from Sofyna Hanani (2011/2012) with the tittle
"Application of Expository Learning Strategies for Increasing Social Sciences Learning Outcomes for Students". in this study the researcher said that the expository learning strategy is a form of the teacher-oriented learning approach. because in this strategy the teacher holds a very dominant role. through this strategy the teacher delivers material in a structured manner in the hope that the material conveyed can be mastered by students well. the application of this expository learning strategy can improve learning outcomes. in the first cycle the results of the average value obtained were 72.6 and in the second cycle the average value obtained was 77.2. besides the average value of the number of students completeness also experienced an increase, namely in the pre-cycle of 32 students as many as 11 students received a complete score. in the first cycle as many as 20 students got complete grades and in the second cycle as many as 26 students who received complete grades. based on the increased
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value it can be concluded: "that by applying expository learning strategies to class VIII MTS Muhammadiyah Tretep Tretep Subdistrict Temanggung Regency 2011/2012 academic year in Social Sciences learning material Main Economic Activities related to the Economy in the Region.
fourth research comes from Erfika Yanti (2017) with the tittle “The Effect of Expository Learning Strategies Based on Mind Map on Learning Outcomes in Circle Material in Class VIII Mts Amaliyah Sunggal 2016/2017 academic year”. In this study the researcher said that the expository strategy is a strategy that emphasizes the process of delivering material verbally from a teacher to a group of students with the intention that students can master the subject matter optimally. From the results of this study the use of mind map expository learning strategies turned out to be quite effective to use. From the data used, it can be seen that student learning outcomes by using mind map based expository strategies are higher compared to student learning outcomes using conventional learning.
The last research comes from Umi Nur Azizah (2017) with the tittle "Application of Expository Streategi in Learning Arabic in Al-Hidayah Mts West Purwokerto, Banyumas Regency". In this study the researcher said that expository strategy is a way of delivering lessons from a teacher to students in the classroom by speaking at the beginning of the lesson, the expository learning strategy is a form of teacher- oriented learning approach. After researchers carry out data collection and data presentation and data analysis, it can be concluded that the application of expository strategies in Al-Hidayah Mts West Purwokerto can facilitate students in digesting lessons because the material has been neatly arranged and systematically has a positive impact on students. Students become more active because the interaction that is used is one-way communication so that students are motivated according to themselves to master the material and the improvement in learning outcomes becomes more compliant with KKM standards
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D. Hypothesis of Research
According to Arikunto (2010) syates that hypothesis is temporal answer toward statement of the problem (Arikunto, 2010, p 110). There is hypothesis in this research, hypoyhesis about significant effect of using Expository Strategy to achievement reading comprehension.
3. Ha1 : There is significant effect of Expository strategy on students‟ reading comprehension achievement after conducting a treatment.
Ho1 : There is no any significant effect of Expository strategy on students‟
reading comprehension achievement after conducted treatment.
4. Ha2 : There is difference student‟s score by Expositry strategy and demonstration strategy.
Ho2 : There is no difference student‟s score by Expository strategy and demonstration strategy.
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CHAPTER III
METHODOLOGY OF RESEARCH
A. Place and Time of Research
Location of research at MA Al-Ikhlas Jambi City, the sample conccist of two class wich experiment as a treatment using expository stratetgy and control class without using expository strategy. This school located on Jln.
RD. Bakaruddin, RT. 18, Recognize tamarind, Jambi city. This school built on 2070 m2. Based on observation by the writer that thre were many students has difficulties in achievement English language study. So the writer tried to apply Expository strategy to solved students problem in achievement English language study. The writer taught three times in control class without using Expository strategy, and after that the writer made examination of the both class by same item.
The boundaries of the existence of the state MA Al-Ikhlas Jambi City buildings are as follows :
1. Beside west : border with masjid Al-Ikhlas 2. Beside east : border with villa kenali permai 3. Beside north : border with Jl. Bakaruddin 4. Beside south : border with villa kenali permai
B. Method and Design of Research
This research uses a quantitative approach wich the writer searched the effect between variables Expository staretgy in this research. The variables that researched in this research was using Expository strategy toward in this students‟ achievement English language subject. Two variables of each are
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independent (Expository strategy) and dependent (students‟ reading comprehenssion).
In this research, the written uses quatitative method. According (Latief 2015:77) quatitatife research as each research is gtring to this cover the underlying system of the research object, a research has to decided the appropriate strategy for that purpose. The strategy is decided based on either quantitative or quantitative approach. The different ways in the process of research; in defining data, in selecting data, in gathering data, and in data analysis.
The researcher applies a quasi-experimental research design, involving pre-test and post-test to measure students‟ ability in reading comprehension.
The pre-test will be give in the first meeting and the post test in the last meeting. It is to know about the effect of expository strategy on students‟
reading comprehension.
This study uses two class the first, the experimental class (given expository treatment) and the second class as the control class (the class is not given treatment using demonstration strategies). With the design of this study researchers can control the independent variables that have an effect on the experiment. Sugiyono (2013, p. 79) described the design as follow:
Table 3.1The Nonequivalent Control Group Design
O1 X O2
O3 O4
Where:
O1 : Pre-test of experimental group O2 : Post-test of experimental group O3 : Pre-test of control group O4 : Post-test of control group X : Treatment
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C. Population and Sample
1. Population
The population is composed of the generalization : the object/subject that have certain qualities and characteristic defined by the researcher to learn and than drawn the conclusion (Sugiyono, 2013, p:117).
The population used int his research were the first class of the students at the state MA Al-Ikhlas Jambi City. Its consist of two class they are X A consist of 23 students and class X B 23 students. Thus the total reached population as many as 46 students.
Table 3.2 : Number of population
NO
CLASS TOTAL 1 X A 23 2 X B 23 JUMLAH 462. Sample
Sample is a part or representative of the population that will researched (Arikunto, 2010, p:147). The technique of withdrawal a sample withdrawal in this research direct a part of class wich is referenced of students.
The writer took two classes were totally that is X A class and B, where X A class as experiment and X B as control class, in order to know weather the both class has same ability and homogeneus. Then an subjects in experiment and control class given the initial test. The test results will be analyzed by homogeneity test. If the results of the analysis were balanced. It can be sample in the research. While the class for the
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instrument test is a matter of a class X of the state MA Al-Ikhlas Jambi City.
Table 3.3 : total sample of population
No Class Number of Students
1 X A 23
2 X B 23
Total 46 Students
D. Variable of The Research
Variable is the object of research that became the focus of the writer in a research. Sugiyono (2013, p. 38) said that variable is an anttributes or the nature or value of a person, object or activity that has a certain variation set by the writer to be studied and then drawn conclusion. There are two variables in this research, namely independent and dependent variable.
Independent variable is variable that influences the change of the dependent variable. According Sugiyono (2013, p. 39), independent variable is a variable that affects or that causes the change or the emergence of the dependent variable. Independent variable in this research is expository strategy.
Dependent variable is variable that changes because the cause of the variables that influence. Sugiyono (2013, p. 39) stated that dependent variable is variable that is influenced or which becomes the effect because of the independent variable. Dependent variable in this research is students‟ reading achievement.
E. Instrument of The Research
Instrument is a tool take information or data of subject who selected by researcher. In this study the instrument was test (pre – test and post – test).
The test was narrative text. Pre-test and post-test about narrative text. Pre-test
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and post-test have different tittle of text but have some quality of question wich have reliability and validity tested from tryout of the instrument in 12 student expect of sample research. The test was conducted by two sections, they are; pre-test and post-test was given after doing some treatment.
The procedure of collecting the data for experimental group can be seen as follows :
a. Pre test
The pre-test carried out to determine the students‟ achievement with their score. The items used for pre-test consist of 25 items (Narrative text).
b. Treatment
The treatment conducted for experimental group by using expository strategy was applied for six meetings.
c. Post test
After conducting the treatment, the post-test administered and analyzed as final data of this research. The post-test given was the same test as the pre-test.
While, the procedure of collecting data for control group : a. Pre test
The control group was given pre test to know their reading achievement. The test was the same as experimental group.
b. Post test
Post test also given to control group and the result analyzed and used as final data for this research.
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1. Latticework instrument of the research School name : Madrasah Aliyah Al-Ikhlas Subjects : English language
Department : IPS Curriculum : 2013
No Competency standard Basic competencies Indicator Question
number 1
2
understand the meaning of short functional texts and esseys written texts in the form of narrative texts in the context of shari day life and to access knowledge.
express the meaning in narrative written text in the form of narrative
accurately, smoothly and acceptable in the contex of daily life.
1.2 respond to the meaning and steps of rhetoric in multiple choices that use a variety of written languages accurately, fluently, and acceptable in the context of daily life and to access knowledge in narrative text 2.2 expressing the meaning and steps of rhetoric in narrative text by using a variety of written languages accurately, fluently, and acceptable in the context of daily life.
1. To find out the destination of the text.
2. To identifying the meaning of the sentences is the text that is read.
3. To find out the topic from the text.
4. Identifying
characters from the stories that are heard.
5. Identifying events in the text heard.
6. Identifying the benefits event.
7. Identifying of the story.
8. To identifying the purpose fromthe text
1,
2, 5, 6, 12, 17, 18,
3,
8, 10, 13,
19, 20, 21, 9,
4, 15,
22, 23, 24, 25
7, 11, 14, 16
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2. Range of students’reading comprehension Table 3.4
Range 100 Range 10 IKIP Characters Qualification
80 – 100 8.0 – 10 8.1 – 10 A Exellent
66 – 79 6.6 – 7.9 6.6 – 8.0 B Very good
56 – 65 5.6 – 6.5 5.6 – 6.5 C Good
40 – 55 4.0 – 5.5 4.1 – 5.5 D Fairly good
30 – 39 3.0 – 3.9 3.0 – 3.9 E Fairly
Source : Arikunto, S (2015, p. 281)
F. Technique of Collecting Data
1. Testing
According to brown (2004) a test is a method a person‟s ability, knowledge, or performance in a given domain. In this research, the researcher used the tets of instrument in research. The test is narrative text.
The data were collected in two stateges; pre-test and post-tets.
a. Pre-test
The purpose of giving pre-test is to know how far the students can understand about reading comprehension before being taugh by using Expository strategy. So that, administering pre-test before students was given treatment by researcher.
b. Post-test
The purpose of giving os-test is to know the result of students reading comprehension after giving the treatment. The resut decided the effective of the Expository strategy teaching on reading comprehension. The pos-test was given by researcher after students done the treatment.
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G.
The Validity and Reliability Test
1. Validity of the test instrument
Validity is measurement, which level valid an instrument. According to Gay and Peter (2000, p. 161) , validity is the appropriateness of the interpretations made from tests score. Clear validity is the core future for the test. Furthermore, Gay said that there are three kinds of validity. They are content validity, criterion-related validity, and construct validity. All of them have different usage and function.
2. Reliability of the test instrument
Reliability is instrument that can reliable for using collection tool.
According to Brown (2004, p. 20), reliability has to do with accuracy of measurement. This kind of accuracy reflected in the obtaining of similar results when measurement repeated on different occasions or with different instruments or by different persons. The characteristic of reliabilityy sometimes termed consistently. There are some factors affecting the reliability of a test, they are:
a. They are extent of the sample of material selected for testing.
b. The administration of the test is clear, this is an important factor in deciding reliability.
H. Technique of Analysis Data
In this research, the data were analyzed by using statistical method. The researcher uses students post test scores of the experimental and the control group. The researcher analyzed the data by using t-test to know whether the result of the research statistically significant.
Where:
32 to : Table Observation
SDx : Standard Deviation variable x SDy : Standard Deviation variable y
Mx : Mean of variable x
My : Mean of variable y
N : The Number of respondent
After computing t-test, it is necessary to obtain the degree of freedomthat is used to determine whether the t-score is significant or not. The obtainedvalue is consulted with the value of t-table by using degree of freedom. The formula of degree of freedom is as follows:
(df) = (N1 + N2) – 2.
Where:
df : the degree of freedom
Nx : the number of students in experimental class Ny : the number of students in control class
1.
Descriptif AnalysisWhat is meant by describingthe data is describe the exsiting data in order to obtain the real form of the respondent, so more that easily understood researchers or others who are interested in the result of research conducted.
Describe the data in form of quantitative or transferred in number then how to describe the data can done by descriptive statistics. The purpose of descriptive analysis using statistical techniques is to summarize data to be easily seen and understood.
