THE EFFECT OF USING GUIDED READING STRATEGY ON
THE STUDENTS’ READING COMPREHENSION
A THESIS
Submitted to Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan
By:
Debora Octaviana Siburian
Registration Number: 208321010
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
i
ABSTRACT
Octaviana, Debora. 2014. The Effect Of Using Guided Reading Strategy On The Students’ Reading Comprehension. A Thesis. Medan: English Education And Literature Department Faculty of Language and Arts. State University of Medan.
ii
ACKNOWLEDGEMENT
First and foremost, the writer would like to express her greatest thanks to
the almighty God, Jesus Christ, for the love and blessing so the writer has finally completed this thesis. This thesis s aimed to fulfill one of the requirements for the degree of Sarjana Pedidikan of the English Department, Faculty of Languages and
Arts State University of Medan.
The writer realizes this thesis could not have been completed without
support from lectures, family, friends and people around him who have given great contribution. Therefore, the writer would like to express her sincere gratitude to:
Prof. Dr. Ibnu Hajar, M.Si, the Rector of State University of Medan
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and
Arts
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Education
Department, Dra. Masitowarni Siregar, M.Ed.
Rika, S.pd, M. Hum, the secretary of English Department
Drs. Willem Saragih, Dipl. Appl., M.Pd., the thesis consultant for his
great care, patience, guidance and advices during the process of
iii
Drs. H. Saribin, the headmaster of SMP 1 Batang Kuis, for giving her a
chance to do the research in that school.
Prof. Dr. Hj. Sumarsih, M.Pd and Dra. Masitowarni Siregar, M.Ed
being there for me always, momma). And Demak Siburian (+) I love you paaa. And her beloved brother beautiful nieces and handsome, Lestari, Ruth and Mike for their moral and financial support, patience, and pray,
during the completion of this thesis.
Windi, Nova, Rut, Tyas, Vegi, Iranita, Claudya, Ayu, Camelia, 3D
Girls (Debby, Debo and Desi), Yoyo, Mei, Faber, Andi, Pranata,
Benny, Eka, Agus, Sebelas, Iqbal, Susan, Masita, Ida, for love, care,
motivations and prayers.
Her special thanks also goes to Bu enda, Bu indri, Opung, Pak pantas,
Kak weny, Kak umi, Kak cahaya, Kak lia, Kak ria, Kak vivi, Kak via,
Kak naomi, Pakde, Bang ali, Eben, Budi, Ilham, Bayu, for their
iv
through the ups and downs in completing this thesis. Thanks for everything. May Jesus Christ bless us. Amin..
The writer relizes that the content of this thesis is still far from perfect, but
she warmly welcomes any constructive sugesstions that will improve the quality of this thesis. She hope this thesis would be useful for those who are interested in
this field of study.
Medan, Maret 2014 The writer,
TABLE OF CONTENT
CHAPTER II REVIEW OF RELATED LITERATURE A.Theoretical Framework ... 5
13. Preparation for Instruction ... 20
14. The guided Reading Session ... 21
15. Purpose of Guided Reading ... 22
16. When Are Students Ready for Small-Group Reading ... 23
17. During Reading ... 24
18. During Writing ... 24
19. Select Appropriate Texts ... 25
20. The Advantages and the Weakness of Guided Reading Strategy ... 26
B.Conceptual Framework ... 27
CHAPTER III RESEARCH METHOD A.Research Design ... 29
B.Population And Sample ... 29
C.Instrument for Collecting Data ... 30
E. Scoring The Test ... 33
F. Validity And Reliability ... 34
G.The Analysis Of The Data ... 35
CHAPTER IV A. Data ... 36
B. Data Analysis ... 37
1. Testing Reliability Of The Test ... 37
2. Analyzing The Data By Using T-Test Formula ... 38
3. Testing Hypothesis ... 38
C. Research findings ... 39
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 40
B. Suggestion ... 40
LIST OF TABLES
LIST OF APPENDICES
Appendices A. The Score Of Pre Test And Post Test In Both Of Classes .... 41
Appendices B. The Score Of The Reliability Of The Test ... 43
Appendices C. The Calculation Of the Reliability Of The Test ... 44
Appendices D. The Calculation Of t-Test ... 45
Appendices E. The Lesson Plan In experimental Group ... 48
Appendices F. The Lesson Plan In Control Group ... 51
Appendices G. Reading Comprehension Test ... 55
REFERENCES
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik (edisi Revisi IV). Jakarta: Rineka Cipta.
Ary, Donald., Jacobs, L.C., & Rezaiah, Asghar. 1979. Introduction to Research in Education. USA: Library of Congress Cataloging.
Brindley, Susan. 1994. Teaching English. New York: Routledge.
Brown, H. Douglas.2001.Teaching by Principles: An Interactive Approach to Language Pedagogy, Second Edition, London: Longman.
Burns, P.C., Roe, B.D., & Ross, E.P. 1984. Teaching Reading in Today’s Elementary Schools. Boston:Houghton Mifflin.
Duffy, G.G.2009. Explaining Reading. New York: Houghton The Guiilford Press Fulcher, Gleen., & Davidson, Fred. 2007. Language Testing and Assesment. New York: Routledge.
Iaquinta, Anita. Guided Reading: A Research-Based Response to the Challenges ofEarly Reading Instruction. Early Childhood Education Journal. [In press:Online]2006. Available from: DOI: 10.1007/s10643-006-0074-2. [Accessed:March 24th2011].
Iragiliati, E., Ishwahyuni, Ulfa, F., Anunsiata, M., & Hariana, F., 2009. Interactive English2.Indonesia: Yudistira.
Klinger, J.K., Vaughn, S., & Boardman, A. 2007. Teaching Reading Comprehension to Students with Learning Difficulties. New York: Houghton The Guiilford Press.
Lems, Kristin., Miller, D.L., & Soro, T.M. 2010. Teaching Reading to English Language Learner. New York: Houghton The Guiilford Press.
Mc Guinness, Diane. 2004.Early Reading Instruction. USA: The Mit Press.
Singh, Y. K., 2006. Fundamental Research Methodology and Statistics. New Delhi: New Age International (P).
(http://repository.uinjkt.ac.id/dspace/bitstream/123456789/1827/
1
CHAPTER I
INTRODUCTION
A. The Backgroundof the Study
Reading is one of the most important skills in language learning besides listening, speaking, and writing. Reading is much more than simply decoding
words and text, it is a complex process of working to create meaning. According Westwood (2001:25), reading is a very complex skill and for this reason, it is not
surprising to find that some children encounter difficulties in learning how to read.
The main purpose of reading text is comprehension. Comprehension is the
essence of reading because the goal of producing a written language is communication of messages. Reading comprehension is the process of
constructing meaning by coordinating a number of complex processes that includes word reading, word and world knowlegde, and fluency.
According to Grabe et al (2002:29) states reading comprehension is an
extraordinary feat of balancing and according many abilities in a very complex and rapid set of routines that makes comprehension a seemingly effortless and
enjoyable activity for fluent readers. It means that is not only recognizing words but also thinking responding. In Educational Unit Curriculum (Kurikulum Tingkat Satuan Pendidikan: KTSP) of Junior High School, reading comprehension is
mentioned as one of the skills that the students should have. In line with it, reading comprehension has been complusory subject in National Examination
2
have been tested within it.
(http://repository.uinjkt.ac.id/dspace/bitstream/123456789/1827/
1/103240-NURULIA%20DWI%20FEBRIANI-FITK.pdf).
Based on the writers observation in SMP Trisakti 2 Medan 2012, the
writer found that the students reading comprehension ability was still low. Of the 40 students in the classroom, there are only 10 students who reach the Minimum Completeness Criteria (Kriteria Ketuntasan Minimal : KKM) that was created by
the teacherit happens because there were many unfimililar words that deal with complex xentence structures that they did not understand.
The process of reading comprehension cannot run well because of some factors. First, the teaching method that the teacher applied in teaching reading was not appropriate. The teacher asked some students to read the text and then invited
the students to ask the meaning of difficult words and at the last asked the students to answer a questions. Second, the students were not motivated to learn
about the material given to them. And the last, the students did not master the sentences structure that are presented in the reading text.
There are many kinds of reading strategies. One of them is Guided Reading Strategy. Guided Reading Strategy is a teaching strategy that is designed to help individual students learn how to process a variety of increasingly
challenging texts with understanding and fluency. The techer provides supports for a small groups of readers as they learn to use various reading strategies
3
the skills and comprehension strategies students need, thus facilitating the acquistion of reading proficiency.
Based on Educational Unit Curriculum (kurikulum tingkat satuan pendidikan/KTSP) of Junior High School, students are expected to comprehend
the meaning of written interpersonal and transactional text in descriptive, procedure, recount, narrative and report in daily life. According to the curriculum, students at grade VIII should be able to understand the meaning of narrative text
in the context of daily life to access knowledge. The narrative text is a text which amuse, entertain and deal with actual or various experience in different ways. The
purpose of narrative text is to certain or to amuse the readers or listeners about the story.
In the bacground of the study above the researchers has exlplained about
several problems in teaching reading comprehension proposes one strategy as a solution. The writers interested in conducting the research about the effect of
Guided Reading Strategy on Junior High School Students Reading Comprehension to find out if what the writer proposes is appropriate.
B. The Problem of the Study
Based on the background, the problem of the students can be formulated as
follows:
“Is there any significant effect of using Guided Reading Strategy on the
4
C. The Objective of the Study
Based on the problem of the study above, the objective of this study is to
find out the significant effect of teaching reading using Guided Reading Strategy on Students Reading Comprehension.
D. The Scope of the Study
This study is focused on improving student’s reading comprehension by finding the effect of Guided Reading on students’ reading comprehension.
E. The Significance of the Study
The findings of this study are expected to be useful for: 1. The English teachers to improve their teaching strategy
2. The students to improve their ability in reading comprehension in order to learn English well.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on research findings, the researcher concludes that there is a significant effectof teaching by using Guided Reading strategy on students’
reading comprehension. Teaching reading comprehension by using Guided Reading strategy gives better result than that treaching reading comprehension
wihout using Guided Reading strategy. It is proved statiscally with t-observed (4.76) which is higher than t-table (2.000). Therefore, teaching reading comprehension by using Guided Reading strategy has more significant effect than
that teaching reading comprehension without using Guided Reading strategy.
B. Suggestion
Based on the conclusion above, the researcher gives her suggestionas the following:
1. Guided Reading Strategy is proved effective in enchancing students’ reading comprehension because this strategy active the students’ prior
knowledge. So, the researcher suggest that English teacher should using Guided Reading strategy in teaching reading comprehension.
2. Before using Guided Reading strategy the tacher should prepare himself or herself and the material well in making students’ awareness of thinking
3. It is also suggested that the teacher should stimulate and motivate the students to make the activity of reading as a pleasure while applying