THE EFFECT OF START WITH SIMPLE STORIES
EXTENSIVE READING ( SSS ER ) METHOD ON STUDENTS’
READING COMPREHENSION ACHIEVEMENT
IN NARRATIVE TEXTS
A THESIS
Submitted in partial fulfillment of the Requirement for the Degree of Sarjana Pendidikan
By :
ANNISA NASUTION NIM. 2113121006
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
ABSTRACT
Nasution, Annisa. The Effect Of Start With Simple Stories Extensive Reading (SSS ER) Method On Students’ Reading Comprehension Achievement In Narrative Texts. A Thesis. Medan: English Department, Faculty Languages and Arts, State University of Medan 2015.
This study was aimed to find out the effect of Start With Simple Stories Extensive
Reading (SSS ER) method on the student’s reading comprehension achievement
in narrative text. This study used the experimental design. The population of this study was the students of SMP N 6 Kisaran. There were 60 students were taken as the sample, they were class VIII-1 as the experimental group and VIII-3 as the control group.The data were acquired by using multiple choice tests which consisted of 30 items. The data were analyzed by using t-test. The calculation found that t-observed (4.433) was higher than t-table (2.000) at the level of
significance (α) 0.05 with the degree of freedom (df) 58. Therefore, teaching reading comprehension of narrative text by using Start with Simple Stories
Extensive Reading method has significant effect on the student’s reading
comprehension achievement.
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E. The Significance of the Study ... 7
CHAPTER II. REVIEW OF LITERATURE A. Theoretical Framework ... 9
1. Reading Achievement ... 9
2. The Concept of Reading Comprehension ... 10
a. Reading ... 10
b. Reading Comprehension ... 11
c. The Purpose of Reading Comprehension... 13
d. The Level of Reading Comprehension ... 15
e. The Process of Reading Comprehension ... 18
f. Factor Affecting Reading Comprehension ... 19
g. Teaching Reading Comprehension ... 22
3. SSS ER Method ... 23
b. The Procedure of SSS ER Method ... 25
c. The Advantages and Disadvantages of SSS ER ... 27
d. Types of Text ... 27
a). Narrative Text ... 28
b). Generic Structure ... 28
c). Grammatical Features ... 28
d). Kinds of Narrative Text ... 29
e). Example of Narrative Text ... 29
B. Relevant Studies ... 30
C. Conceptual Framework ... 32
D. Hypothesis ... 33
CHAPTER III. THE RESEARCH METHOD A. Research Design ... 34
B. Population ... 35
C. Sample ... 36
D. The Instrument of Collecting Data ... 37
E. The Procedure of Collecting Data ... 37
1. Pre-Test ... 38
2. Treatment ... 38
3. Post-Test ... 39
F. Scoring of Reading Test ... 40
G. The Validity and Reliability of the Test ... 40
1. Validity of the Test... 40
2. Reliability of the Test ... 42
H. Technique of Data Analysis ... 43
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CHAPTER IV. DATA AND DATA ANALYSIS
A. Data ... 45
B. Data Analysis ... 46
C. Testing Hypothesis ... 48
D. Research Finding ... 49
E. Discussion ... 50
CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ... 51
B. Suggestion ... 51
REFERENCES ... 52
LIST OF TABLES
Table 1.1. Students’ Reading Scores of Eight Grade ... 2
Table 2.1. Factors Affecting Reading Comprehension ... 20
Table 3.1. Research Design ... 35
Table 3.2. Scenario of Treatment for Experimental Group by Using SSS ER ... 38
Table 3.4. Table of Specification ... 41
Table. 4.1. The Data of Experimental Group and Control Group ... 45
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LIST OF APPENDICES
APPENDIX A. The Students’ Score Of Pre-test And Post-test Of
Experimental Group ... 55
APPENDIX B. The Students’ Score Of Pre-Test And Post-Test Of Control Group ... 56
APPENDIX C. The Statistical Analysis For Reliability Of The Test ... 57
APPENDIX D. The Data T-Test Of Experimental Group ... 59
APPENDIX E. The Data T-Test Of Control Group ... 60
APPENDIX F. The Calculation Of T-Test And T-Table ... 61
APPENDIX G. Table Percentage Points Of The T-Table ... 63
APPENDIX H. Lesson Plan (experimental and control group) ... 64
APPENDIX I. Test ... 82
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language, either English or Indonesian, consists of four skills, namely reading, writing, listening, and speaking. Through these skills, people will be able to understand and produce something. By reading and listening, then someone will be able to write and say the thing (information) that is found from what is read and heard. One of the first stages to get information is reading.
Reading is one of the important skills which have to be learned by the students in order to master English well. Grabe and Stoler (2002:9) state that reading is the ability to draw meaning from the printed page and interpret this information appropriately. Reading is something related to the activity of searching, founding, and collecting the information from the text and it is done either silently or loudly.
To achieve the purpose of reading, which is to get general or detail information from the text, the students have to comprehend the text in order to understand the information effectively. Students will catch the information from the text, if they comprehend the text.
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Narrative is the one of reading material that is studied by the students in Junior High School at Eight Grade. According to Pratyasto (2011), narrative is a type of text that is proposed to amuse and to deal with actual and vicarious experience in different ways, narrative also deals with problematic events which lead to a crisis or turning points of some kind, which in turn found a resolution.
Based on the data gotten by observing and interviewing the teachers in SMPN 6 Kisaran, showed that the students’ reading comprehension in English Subject was low. It can be seen from Daftar Nilai Siswa of Eight Grade in SMPN 6 Kisaran. The Minimum Competence Criteria ( KKM ) is of 75. The students’ reading scores in second semester would be showed in table 1.1.
Table 1.1. Students’ Reading Scores of Eight Grade
CLASS > 75 ≥ 75 < 75
Taken from Daftar Nilai Siswa of Eight Grade at Second Semester 2014-2015 in
SMP N 6 Kisaran
After knowing students’ reading scores, it can be concluded that their reading scores is still low and mostly under Minimum Competence Criteria (KKM ).
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and look its meaning. After that the students would write the meaning of the word on the top of the English word. Then they would continue their reading, then find a difficult word, open the dictionary, find meaning and write and so on until the end of the text.
So, as the result, they didn’t understand the contents of the text, didn’t find the information in, but only translated the meaning of each word. This way took a long time to comprehend the text. Because they more focused on translating unfamiliar words rather than took the core information of the text.
Beside that, students forced themselves to keep reading a text, although they already felt bored in reading or even they stopped reading because they found too many difficult words.
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However, it was not ultimate goal of reading. As mentioned above, that the success of reading is measured from comprehending and finding the information from the text. Thus, the lecturing method can’t really measure students' comprehending of a text.
So, after knowing the students’ problems in reading comprehension, it can be concluded that there is an inappropriate method used to convey the reading material. Method is also one of the factors that can affect the learning process. Through methods, teachers and students can be helped to make the teaching and learning process run well. But, of course, with a selective method that has been adapted to the skills, materials, and students’ background.
So, the researcher attempted to apply the method beside the conventional method, it is Start With Simple Stories Extensive Reading method (SSS ER) that was assumed could be appropriate method to convey the reading material, especially for reading narrative text . Hopefully, this method can bring students to leave their habit when they read, such as finding a difficult word, opening the dictionary, searching for meaning, writing the meaning in the text, and stopping their reading. This method was used to see how significant the method could influence students' reading comprehension achievement in narrative text.
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Most English teachers put too much emphasize on looking up difficult words in English-Indonesia dictionaries, and ask students to translate every sentence into Indonesia if they want to comprehend the text. However, using dictionaries put too much stress on students and hinder them from leaning English.
Start with Simple Stories Extensive Reading method will provide a variety and simple narrative text with the picture, and only consists of some difficult vocabularies ranges between 3 up to 5 words. The students will not need open the dictionary and find meaning, so, the students are able to comprehend the text and the chronology of the story in narrative text more easily.
SSS ER method does not focus on the students’ answers to questions, but on the comprehension of text correctly. SSS ER method will create fun and relax reading activity in the classroom. Because the narrative text selected has been already adjusted to the level of the class, the students’ favorite stories and students’ interest. So that students will read the text without forcing to answer the question because they like the stories.
The previous study conducted by Rozi (2010) in eight grade students of SMP Negeri 2 Lubukliggau, found that it is a good method to conveying reading material. At the proper time it can improve the students’ habit of reading and also
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Another previous study conducted by Han (2009), in Spanish majoring of South Korea, found that SSS ER method is affected well to the students’ reading comprehension. The students could improve their vocabulary little by little. It really helps students to leave their habit to memorize vocabularies. After reading simple stories as much as possible, they would have many vocabularies. Then, they would be able to comprehend the text easily. It starts higher progress from the simple stories.
Baiti (2013) in the XI-2 Social class of MAN Tengaran, found that SSS ER method can improve the students’ reading comprehension because this method used picture to make students easier in understanding the text. She said that the
picture could help them to interpret the story if they really didn’t know some
difficult words. The difficult word didn’t make them difficult to comprehend the
text. The text is simple and also has picture. After comprehending the text, they were able answer the questions and got higher score.
So, by using SSS ER method, it does not only increase students’
achievement in reading comprehension, but also makes reading as students’ habit. Based on the elaboration which was given, the SSS ER can provide a good influence for the students' reading comprehension of narrative texts.
B. The Problem of the Study
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Simple Stories Extensive Reading ( SSS ER ) method on students’ reading
comprehension achievement in narrative text ? “.
C. The Objective of the Study
This study was conducted to investigate whether there is some significant
effect of using SSS ER method on students’ reading comprehension achievement in narrative text or not.
D. The Scope of the Study
There were many methods which could be applied to affect students’ reading comprehension in many kinds of text. But, this study focused on applying
SSS ER method on students’ reading comprehension achievement in narrative
text.
E. The Significance of the Study
The finding of this study would be expected to be useful for: 1. Theoretically
a. The finding of the research could be useful to use in language learning process especially for reading comprehension of narrative text by using SSS ER method.
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2. Practically
a. Especially for English teacher, to be creative to apply the method in teaching reading comprehension in narrative text.
b. Students, to give them the information about other methods that could help them to improve their reading comprehension achievement in narrative text.
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