THE EFFECT OF RECIPROCAL QUESTIONING, SCAFFOLDING AND MIND MAPPING STRATEGIES ON READING COMPREHENSION.

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ENGLISH

APPLIED

LINGUISTICS STUDY

PROGRAM

POS~RADUATESCHOOL

,

STATE UNIVERSITY OF MEDAN

(2)

A THESIS

THE EFFECT OF RECIPROCAL QUESTIONING,

SCAFFOLDING AND MIND MAPPING STRATEGIES

ON READING COMPREHENSION

Siti Ismabani

Registration Number :

055010177

English Applied Linguistics Study Prognm

State Univenity of Medan

This Thesis was examined on September

4

111 ,

2009

by the Board of Examinen

Approval by

Adviser Commission

Adviser I

Adviserll

I

:-=::>

(3)

Approval

1'11is thesis was examined on 4tb September 2009 by the Board of Examiners

Board

.of Examiners

Prof.

Dr.

Jawasi Naibaho, M.Pd.

Dr.

Berlin Sibarani, M.Pd.

Prof.

Tina Mariany

Arifin,

M.A., Ph.D.

Prof.

Amrin Saragih, M.A., Ph.D.

(4)

ACKNOWLEDGEMENTS

The writer would like to thank ALLAH the almighty, who has granted countless

blessiDgS, knOWledge and opportunities.

On

this

very special occasion. she would like to extend her sincere appreciation to

Prof. Jawasi Naibaho. M.Pd., her first Adviser for his advice, valuable time in giving the

encouragement,

guidance,

suggestions,

and

for

the infonnatioil that

baS

enable tO

Write this

thesis

until

it comes to its present fonn, She also would like to express her special gratitude

to Dr. Berlin Sibarani, M.Pd., her second Adviser, for his outstanding supervision.

She also appreciate t0 Prof.

Tma

Mariany Aritiil,M.A., Ph.D.,

8S

the

Head

of

English Applied Linguistics Study Program and Prof.Dr. Lince Sihombing,M.Pd., as the

Secretary of English Applied Linguistics Study Program and all lectures of the English

Aj)plied LingUistics Study Program for their valuable knoWledge they have been trailS

ferred to her, in particular, she would like to render her special thanks to her reviewers

Prof, Tma Mariany Arifin,M.A., Ph,D., Prof. Amrin Saragih,M.A.,Ph.D., Dr.Busmin

GUmiilg,M.Pd for their valuable it:iputs iil the

·proces

of writing this the8is.

The writer indebted especially to the dean of Tarbiyah Faculty State Institute o f

Islamic Studies North Sumatra and students of English Educational Program who

petiilitted her to conduct the research in the universitY.

Her appreciation goes to all her friends Intake IX at the English Applied

(5)

Her appreciation goes to all her friends Intake IX at the English Applied

Linguistics Study Program, Post Graduate

School

Wani,

Inani,

Pak Bakhtiar, Mery Bancin,

Mery

Purba.

Imelda.

Eva, Ninta, Heri, Baby Arlita.

It

seems

impossible to

name

all

those

who are very helpful to her, but they deserve her

special

thanksfulness.

May God bless us !

Medan, August

The writer,

Siti Ismahani

(6)

1.1 Baekground of the Study

CHAPTER I

INTRODUCI'ION

English is importallt for its positiOn as a dol'liliia:nt international language.

It is

used

worldwide by various nations

in

almost every aspect of life. It has

beCome

the

language

of politieS, tradeS,

CUltUres.

scienee, teChnology and

ett.

The

continuous advancement of commerce, science and technology has forced learners

in Indonesia to master English. Without mastering English, the development of

seience and technology in

Indonesia Will

be adopted sloWet by learners since most

of the science and technology boob

are

written in English.

To adopt the growth of science and technology, learners should read the

seienee and technology books bC:e8iJse reading is the most important

language

skill. Reading is one of four skills that considered being important to the learners

an effective means of expanding and improving the learners English as

well

as

eilrieliliig their

experience

and

intellectUal abilitY.

Reading is an essential skill for all students at all levels. The students are

required

to be able to read. The

most

important step to preparing students to

rompreheoo Writing material is to help students utlderstaild the reading

comprehension. Sometimes, the students

are

bored with the materials which

are

presented

in reading comprehension task. Although some teachers have used the

~ · or 8ome reading iDStnietions to make students interest to do the reading

comprehension task yet they just cheating or guessing the answer of the text.

(7)

2

Reading comprehension is influenced by the reading material, the total program of

iDStfuctioil, the child's

own

persoilality,

attitUdeS,

interest,

·motivation,

habit and

her/his out of school environment.

In fact, reading is not as easy as people think, It is not easy to have the

abilitY

of draWing meaning fro:in the printed

page

and i:nterpret the information

appropriately. Consequently, students will need to read the text two or three times

to get even approximate sense. All this take time and many less motivated

StUdents

give

up.

Reading

·passage

is bolind to be too diffiCUlt to them and

they

predict that the whole experience will be frustrating and de motivating. Such

attitudes often due to unsuccessful experience in reading.

U:

in the past students

have been

given

readiilg text Which

are

too

difficult

and have

no

interest and

where teachers failed to exited their interest then they are likely to expect the

reading activities to be boring.

Froin the

statement

above for the teacher who teaehs English shoUld have

strategies especially in teaching reading. There are some strategies in teaching

English for instance; reciprocal questioning, scaffolding and mind mapping

strategies. Reciprocal questioiliilg is a strategy in WhiCh

stUdents

learn the skills of

summarizing, questioning, clarifying and predicting well enough to act as an

instructor of content Students develop these four skills and learn

meta-comprehension skills While reading indepei:tdently C>r oomplerneitting a hands-On

inquiry activity while scaffolding seems suitable to be proposed as one of the

alternative strategies that could be facilitated a learners ability to build on prior

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CHAPTERV

CONCLUSION AND SUGGESTION

5.1 CONCLUSION

Based on the data analysis presented in chapter IV, some conclusions are

derived through meaningful interpretation of the findings

in

this study and drawn

as

the following:

1. Teaching reading comprehension with reciprocal questioning, scaffolding and

mind mapping strategies can be expected because these strategies have

sigDificantly

affect

on

stUdents' teading

comprebeiisiOn.

l.

Teaching reading comprehension with reciprocal questioning strategy is the

highest significantly affect among scaffolding and mind mapping. It can be

shown

in

table 4.7

3. 5.l SUGGESTION

The result of the :tiJidiiigs provide

valuable

Sliggestion for the

improvement of students' reading comprehension. Thus the following points are

1. English teachers should pay more attentions to the students' mastery in

mlding comprehension. English teachers are recommended to teach reading

eOmptebension Using teciptocal queStiOning, scaffolding.

and

mind

mapping

since these strategies

in

order to improve students' reading comprehension. 2. Teacher should motivate students to read because through reading they can

inCrease

theit

vocabUlary, experiences,

and intellectual

abilitY.

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61

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