THE EFFECT OF USING DIRECTED READING THINKING ACTIVITY STRATEGY ON STUDENTS’ READING COMPREHENSION AT THE
EIGHTH GRADE OF JUNIOR HIGH SCHOOL 06 BATANGHARI
THESIS
YUSNIDA TANJUNG TE. 141067
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY OF
SULTHAN THAHA SAIFUDDIN JAMBI 2018
THE EFFECT OF USING DIRECTED READING THINKING ACTIVITY STRATEGY ON STUDENTS’ READING COMPREHENSION AT THE
EIGHTH GRADE OF JUNIOR HIGH SCHOOL 06 BATANGHARI
THESIS
Submitted as Partial Fulfillment of Requirements to Obtain Undergraduate (SI) Degree at English Education Program Faculty of Education and Teacher
Training
YUSNIDA TANJUNG TE.141067
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI 2018
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 “Ramlan Tanjung” and mother “Maimunah” who have been caring me with love and affection, teaching, and educating me that Islam be part
of my life.
My beloved sister “Yunida Tanjung S.Pd.I” My beloved brother “Adi Saputra S.Pt , My beloved niece “Andini Alfarizqia” My beloved cousin “Istiani” for
your support, motivation and suggestion so I can finish this thesis.
My best friends “Anggia Wahyuni”, “Izzatul Ulya” , “Jamilah” , “Diah Oktriana”
“Ericha Yolanda” ,”Arum Cahya Utami” ,”Zania Fajadri”, “ Winda Damayanti”
who have been always giving me support. All of my classmates ENGLISH EDUCATION OF D 2014. Your support and your kindness make me strong to
stand until now.
And for all I just want to say : Thank you very much.
MOTTO
ِميِحَّرلٱ ِنَٰ مۡحَّرلٱ ِهَّللٱ ِمۡسِب
اًرْسُي ِ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)”
ACKNOWLEDGEMENT
Alhamdulillahirabbil‟alamin, thanks to Allah SWT because the writer could complete this research as one of the requirements for getting undergraduate degree (S1) in English Department of Tarbiyah faculty of State Islamic University Sulthan Thaha Saifuddin Jambi by presenting a thesis entitled: “The Effect of Using Directed Reading Thinking Activity toward Students Reading Comprehension at the eighth grade of Junior High School 6 Batanghari”.
The writer would not have been completed without supports, guidance, advice and special recognition for their invaluable help in accomplishing this thesis. Therefore, the writer would like to express deep appreciation to:
1. Dr. H. Hadri Hasan, MA as a rector of the state Islamic University Sulthan Thaha Saifuddin Jambi
2. Dr. Sualdi, M.A.Phd, Dr. H. Hidayat, M.Pd, and Dr. Hj. Fadila Husen, M.Pd as the vice rectors I, II, III of The State Islamic University Sulthan Thaha Saifuddin Jambi
3. Dr. Hj. Armida, M.Pd.I as the Dean of Tarbiyah Faculty and Teacher Training The State Islamic University Sulthan Thaha Saifuddin Jambi 4. Dr. H. Lukman Hakim, M.Pd, Dr. Zawaki Afidal Jamil, M.Pd.I, Dr.
Kemas Imran, M.Pd.I as the vice dean I, II, and III Tarbiyah Faculty and Teacher Training The State Islamic University Sulthan Thaha Saifuddin Jambi
5. Amalia Nurhasanah, M.Hum as the chief of English Study Program in Tarbiyah Faculty of State Islamic University Sulthan Thaha Saifuddin Jambi
6. Dr. Dewi Hasanah, M.Ag as the first advisor who has given a lot of input such as correction, idea, and contribution of thought and beneficial idea toward the progress of this thesis
7. Dr. M.Taridi, M.Pd as the second advisor who has given a lot of input such as correction, idea, and contribution of thought and beneficial idea toward the progress of this thesis
8. All of lectures in Tarbiyah Faculty of State Islamic University Sulthan Thaha Saifuddin Jambi who have given knowledge to the writer.
9. Drs. Indra Darmius as the Principle of Junior High School 6 Batanghari and his staff and teachers who have given their kindness as long as the writer took the data
10. Zamris, S.Pd, the English teacher of Junior High School 6 Batanghari who has given the writer guide and advice in conducting the research.
Finally, the writer expect this thesis will give contribution to be teaching of English especially. The writer hopes critics and suggestions of the readers for the perfection of this thesis. May Allah SWT always gives guidance and blessing for me and readers. Aamiinyarabbalalamin.
ABSTRACT
Name : Yusnida Tanjung
Major : English Educational Program
Tittle : The Effect of Using Directed Reading Thinking Activity toward Students Reading Comprehension at the eighth grade of Junior High School 6 Batanghari
This study aimed to find out The Effect of Using Directed Reading Thinking Activity toward Students Reading Comprehension at the eighth grade of Junior High School 6 Batanghari, 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 46 students, 23 students in experimental class and 23 students in control class. The result of the analysis indicated that the mean of post-test score (75,73) was higher than the mean of pre-test score (58,13).
So that Ha was accepted. It means there was significant effect of using directed reading thinking activity (DRTA) strategy after giving treatment. Next, the writer had computed that the score of ttest ≥ ttable (3,63 ≥ 2,07). So, Ha was accepted. It means, there was significant effect of using directed reading thinking activity (DRTA) strategy and those who are not at the eight grade of junior high school 06 batanghari.
Keyword : DRTA Strategy, Reading Comprehension.
ABSTRAK
Nama : Yusnida Tanjung
Jurusan : Pendidikan Bahasa Inggris
Judul : Pengaruh menggunakan DRTA Strategy terhadap Pemahaman Membaca Siswa pada kelas delapan di SMP 06 Batanghari.
Penelitian ini bertujuan untuk mengetahui pengaruh menggunakan strategI DRTA terhadap pemahaman membaca siswa pada kelas delapan di SMP 06 Batanghari, penelitian ini adalah kuantitatif, yang menggunakan quasi eksperimental design dan subjek penelitian ini adalah 46 siswa. 23 siswa di kelas percobaan dan 23 kelas di kelas kontrol Dari hasil analisis peneliti mengindikasi bahwasanya hasil dari rata-rata nilai post-test (75,73) lebih tinggi dari nilai rata-rata pre-test (58,13).
Jadi, Ha bisa diterima, oleh karena itu ada pengaruh yang signifikan setelah perlakuan. Selanjutnya, peneliti telah menganalisa nilai thitung ttest ≥ ttable (3,63 ≥ 2,07), jadi Ha diterima. Artinya, ada pengaruh yang signifikan dari pemahaman membaca siswa yang menggunakan strategi DRTA dengan siswa yang tidak menggunakan strategi DRTA pada kelas delapan di SMP 06 Batanghari.
Kata Kunci : strategi DRTA, Pemahaman Membaca.
TABLE OF CONTENT
Page of Tittle ... i
Official Note... ii
Originality Statement ... iii
Dedication ... iv
Motto ... v
Acknowledgement... vi
Abstract ... viii
Abstrak ... xi
Table of Content ... x
List of Table ... xii
List of Appendix ... xiii
CHAPTER I : INTRODUCTION A. Background of The Research ...1
B. Identification of The Problem ...5
C. Limitation of The Problem ...5
D. Formulation of The Problem ...6
E. Purpose of The Research ...6
F. Significance of The Research ...6
CHAPTER II : REVIEW OF RELATED LITERATURE A. The Nature of Reading ...7
B. Reading Comprehension ...7
C. Directed Reading Thinking activity strategy ...13
D. Relevan Study ...14
E. Conceptual Framework ...16
F. Hypothesis of The Research ...18
CHAPTER III : METHODOLOGY OF THE RESEARCH
A. Place and Time of The Research ...19
B. Design of The Research ...19
C. Population and Sample ...20
D. Variable of The Research ...22
E. Instrument of Data Collecting ...23
F. Technique of Analysis The Data ...25
G. Statistical Hypothesis ...30
H. Schedule of The Research ...31
CHAPTER IV RESEARCH FINDING AND INTERPRETATIONS A. The Description of Data ...33
B. Analysis of Data ...37
C. Interpretations...40
CHAPTER V A. Conclusion ...41
B. Suggestion ...42 REFERENCES
APPENDIX
CURRICULUM VITAE
LIST OF TABLE
Table 2.1 Generic Structure of Descriptive Text ... 10
Table 2.2 Generic Structure of Recount Text ... 13
Table 2.3 Global Problem in Teaching and Learning Process of Reading ... 18
Table 3.1 The Nonequivalent Control Group ... 20
Table 3.2 Population of The Research ... 21
Table 3.3 Total Sample of Population ... 22
Table 3.4 Criteria of Cohen‟s ... 28
Table 4.1 The distribution frequency of Pre-test of Experimental and Control Class ...35
Table 4.2 Frequency Distribution of Post-test of Experimental and Control Class ...37
Table 4.3 Pre-test of Experimental and Control Class ...38
Table 4.4 Post-tes Experimental and Control Class ...38
Table 4.5 The result of Experiment...39
LIST OF APPENDICES
Appendix 1 : Kisi-kisi of The Instruments ... 46
Appendix 2 : The Instruments and Answer Key of The Test ... 47
Appendix 3 : Students Score ... 52
Appendix 4 : The calculating of frequency distribution ... 54
Appendix 5 : Statitisca hypothesis T-test ... 64
Appendix 6 : Normality test ... 66
Appendix 7 : Homogenity test ... 70
Appendix 8 : The effect size ... 71 Appendix 9 : Lesson Plan in Experimental Class ...
Appendix 10 : Lesson Plan in Control Class ...
Appendix 11 : Syllabus Curriculum 2013 ...
Appendix 12 : Documentation ...
CHAPTER I 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, people can express their ideas and feeling. Therefore, language has a central role in students‟
social and emotional development. It can support them in learning all subject matters.
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 become an important part in human‟s life. There are so many written words around us. So many books are written to be read. These readings‟
material sometimes provide inspiration, lesson, warn, amuse, please, entertain and so forth. Moreover, by reading texts, people can broaden and upgrade their knowledge since knowledge and information are printed in the form of books, newspapers, magazines and so on. Blachowicz and Ogle (2011, p.2) state reading is essential. It is as essential skill to have to be able to learn other subjects. It can help students to obtain new information in order to enhance their knowledge from the text that they read. According to Wixson, Peters, Weber, & Roeber , (2007) reading is the process of constructing meaning through the dynamic interaction
among: (1) the reader‟s existing knowledge; (2) the information suggested by the text being read; and (3) the context of the reading situation.
Moreover, in learning language, reading is considered as important skill to be mastered. As McDonough and Christopher (1993) state that reading is the most important foreign language skill. Mitchell in Harianto (2006,p.12) defines reading as the ability to make sense of written or printed symbols. The reader uses the symbols to guide the recovery of information from his or her memory and subsequently uses this information to construct a plausible interpretation of writer‟s massage. Mc Worther, in Ilvirah (2010) says that reading is an active process of identifying important ideas, comparing, evaluating and applying them.
Therefore, in reading paragraph we have to try to comprehend. Without comprehending the paragraph, it will be very difficult to understand what we have read on reading material.
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 a good method, media, and strategy are needed in this research. A good method can be an effort the students‟ reading ability better. Media and strategy also make the class to be alive during the reading lesson. By developing good method, technique and media students are expected to be able to have an active learning. 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.
Bean (1996) state reading skill is assumed as an important tool for academic success. There is a strong correlation between reading and academic success. In other words, a student who is a good reader is more likely to do well in school and pass exams than a student who is a weak reader. Developing reading competency is important in learning a language. By reading, the students could enrich their vocabulary, the readers will try hard to get the meaning about the text, so the readers have to understand every word that they read.
Reading competency has always been an essential part of English as a Foreign Language (EFL). In EFL setting, EFL students may not use English in their environment, and they just learn English in formal situation. By reading English texts, it may help the EFL students in acquiring the target language. According to Walker (2008), reading is a cognitive process which is not only about spelling a word by word or mastering vocabulary, but readers have to construct their creative thinking by combining their prior knowledge, their previous experiences, and their situation with the information, idea, and the situation of the written text that they read in order to comprehend the textual, ideational meanings, and the values of the text.
However, in Indonesia the students‟ reading achievement is still out of expectation. Based on data from Chung (2014,p.12), the reading assessment in Asia is in the last position of four skills. Most students thought that reading English text is really difficult for it has different vocabulary, structures with their own language rules. It becomes a major reason for them to comprehend an English text. Moreover, Bimo (2013,p.1) states that sixty nine percent (69%) of 15-years-old Indonesia students have internationally worst reading performance (Media Indonesia 2013). Referring to the similar discussion, it is reported in Kompas,a data newspaper, (2013) that around 37,6% of 15-years-old students are merely able to read the texts without understanding the meaning carried by the text. Only 24.8% out of them are able to correlate the texts with their prior knowledge. It means that many students still have insufficient ability to comprehend the texts. Another data is showed by the data of Organization for Economic Cooperation a Development (OECD) ongoing Programmed for
International Student Assessment (PISA) surveys in 2016 which shows that Indonesia is in last position 62 from 70 countries for reading assessment after Jordan. This research proved that reading is still need to be improved.
Based on the observation at the eighth grade students of Junior High School 6 Batanghari, the researcher was found that the students‟ difficulties in reading comprehension, such as lack of vocabulary, the concept of the words, unfamiliar syntactical grammar, etc. Besides that, the students feltuninteresting when they were in process of learning because the teacher just asked the students to read the text every meeting, identifying the difficult word, translating the words and look up the dictionary if they did not know the meaning. This condition becomes the reason by the researcher want to conduct a research by using directed reading- thinking activity (DRTA) which will help the students to increase their ability of reading comprehension.
DRTA is a strategy that encourages students to use their minds while reading a text. It guides students to ask questions based on what they read, make predictions on the story line and read further to confirm if their predictions were right. This process helps develop them into thoughtful learners, making their active to comprehend more from the text. By applying DRTA strategy, the students can share each other about the difficulties in understanding the text.
Having better comprehension and understanding of the text is very important for the students because they can answer the questions correctly and understand what the text tells about.
Directed Reading thinking Activity (DRTA), which is firstly conceptualized and refined by Stauffer (Rahim 2007, p. 47), is an effective activity that helps students in understanding the text. According to Stauffer (Rahim 2007, p. 47), reading likes thinking mental process. To requires a reader‟s use of experience and knowledge to reconstruct the ideas or concepts procedure by the writer. The process of reconstruction is in continual change as long as a person read. He further states that this strategy encourages students to develop their own reading and thinking processes by setting their own purpose for reading. In turn according to Stauffer (Rahim 2007, p. 29).Likewise (2000, p. 33) stated that the DRTA helps
students become aware of the reading strategies, understand the reading process, and develop prediction skills. They add that this strategy stimulates students‟
thinking and makes them listens other opinionsandmodifes their own in light of additional information.
Based on the background above, the researcher are interested in researching about to improve students reading skill by using DRTA strategy, and in this case the author picked up the title of “ The Effect of Directed Reading Thinking Activity (DRTA) Strategy on Students’ Reading Comprehension at eighth grade of junior high school 6 Batanghari”.
B. Identification of Problem
However, in reading EnglishThe students often face difficulty. The sstudents usually can not enjoy what we are reading. In other word, the main problem for us whose native language is not English that student cannot read comprehensively, effectively and efficiently.
In this research, the researcher identifies about the problem that related to learning reading, bbecause in fact reading skill is very less to implement in the learning process. So, students becomes silent during the process of learning the English, especially in learning reading aspect, without having a courage or skill to read English.
C. Limitation of Problems
In this research, in order not to deviate from its original purpose and given the limitations, capabilities and time that the authors have, as well as to study and achieve the targeted goals, there should be restrictions on the problem, they are :
1. This research examines English language lessons especially in student reading skill
2. In this research, the researcher only focuses on the students at the eighth grade of Junior High School 6 Batanghari.
3. The influence of DRTA strategy for the reading skill.
D. Formulation of Problems
The problems are formulated in form of questions:
1. Is there any significant effect of directed reading thinking activity on students‟
reading comprehension?
2. Is there any significant difference on student‟ reading comprehension between the students‟ taught by using directed reading thinking activity and those who were not ?
E. Purposes of the Study
Based on the statement of the problems, the purposes of the study are
1. Whether there is significant effect of directed reading thinking activity on students‟ reading comprehension
2. Whether there is significant difference on student‟ reading comprehension between the students‟ taught by using directed reading thinking activity and those who were not
F. Significances of the Study a. For the teacher
The research is hoped could give suggestion for teacher in order better in the future in teaching reading.
b. For the student
The research wishes the student increase their ability in learning reading.
CHAPTER II
REVIEW OF LITERATURE
A. The Nature of Reading
Reading is the one of four language skills. It is the first direct communication of students to acquire their language development. After years of listening and speaking, students further goes to school where for the firsttime, they learn to read before writing.
Reading is a process in which done by reader to get message or information from the writer through printed media. It is very complex process in recognizing and comprehending written symbols which influenced by perceptual skill, decoding, experiences, language background, mind set and reasoning of reader (Tarigan, 2008, p.30).
According to Carrel (1988, p. 1), “reading is not passive but rather than active process. It is an active cognitive process of interacting print media in which monitory comprehension to build up meaning”. Moreover, Rahmatullah (2013, p.33) stated that reading is the meaningful interpretation of printed or written verbal symbols. This activity is not simply looking. It is involves deriving meaning from printed words. It requires a high level of muscular coordination.
The reader is not only seeing and identifying the symbols, but also understanding the meaning.
Based on the definition, present researcher concludes that reading is an active process of grasp new information which is needed by readers. It is an activity to understand the meaning of written or printed media.
B. Reading Comprehension
According to Tarigan (2008, p.22), reading is a process in which done by reader to get message or information from the writer through printed media. It is very complex process in which recognize and comprehend written symbols are
influenced by perceptual skill, decoding, experiences, language background, mind set and reasoning of reader.
Comprehension has same meaning with understanding. It is capability to grasp meaning in a text and also the writer‟s idea. It is readers‟ ability to understand the author‟s message which is influenced by their background knowledge in the topic given by the text. According to Hornby (1995, p.235),
“comprehension is means and has excessive aimed improving or testing one‟s understands of a language whether written or spoken”. Comprehension is not only need in student‟s reading activities, but also to measure the ability of each student in classroom.
Carrel (1988) states that “reading comprehension in general viewed is the resulting from the four way interaction between readers, text, task, and structured activity. The success of this interaction depends of the availability of quality of content and strategist schemata to new problem solving situations. Moreover, reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. It entails three elements: the reader who is doing the comprehending, the text that is to be comprehended, and the activities.
Considering this sentence whether it can be read and comprehended: “Apple banana blue walk tree happy sing”. Surely students are able to read each of the words in that sentence and understand what they meant independently. An apple is a fruit that is usually round and red, green or yellow. A banana is another fruit that is yellow. Blue is a color and so forth. However, when you look at the sentence as a whole, it does not make a sense. This nonsense sentence demonstrates the difference between being able to read words and comprehend text.
In short, reading comprehension is the act of understanding what readers are being read. It is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. Without comprehension, reading is nothing more than tracking symbols on a page with eyes and sounding them out. People read for many reasons but understanding is
always a part of their purpose. Reading comprehension is important because without it, reading doesn‟t provide the reader with any information.
According to English Syllabus of School Unit Level Curriculum (K13), there are two kinds of texts that must be learned by students. There are short functional texts and text types. The short functional texts are short English texts which exist in real life for example announcements, invitations, greeting cards, etc. The text types include narrative, recount, and descriptive texts. Based on K13, in the first semester at the eight grades using descriptive and recount text. As stated in the basic competences and the ssyllabus of School Unit Level Curriculum, there are kinds of texts are taught in order that students will achieve reading comprehension. And the appropriate level for the eighth grade is literal comprehension level that is a level of proficiency in which students can communicate using both written and oral language to get things done. In this research, the writer used Descriptive and Recount text.
1. Descriptive Text
According to Anderson and Anderson (2003, p. 26), descriptive text describes particular person, place, or things. Meanwhile, according to Zumakhsin (2005) in Fitri‟s journal (2017, p. 3), descriptive text is to describe what we see. In conclusion, from all theories of descriptive text the writer make conclusion that descriptive text is a text to retell about person, thing, and place. Its purpose is to describe and reveal a particular person, place, or thing.
a) Generic Structure of Descriptive Text
According to Bamanti and Oktaviani (2011, p. 50) the generic structure of descriptive text is divided into two parts, there are:
1. Identification
It ideantidies the particular participant (person, place, thing, etc) that will be described.
2. Description
It describes the particular participant detail including the physical description, characteristic, etc.
b) The languages features in a descriptive text
1. Focusing on specific participants (person, place, animal, thing), 2. The use of attributive and identifying processes,
3. Frequent use of epithets classifiers in nominal groups (adjective use), 4. The use of Simple Present Tense.
c) The Example of Descriptive Text
Adapted from 2nd grade junior high school of English text book in fitri‟s thesis (2017, p. 23), the example of recount text can be seen in table below:
Table 2.1 Generic Structure of Descriptive Text Generic Structure Barack Obama
Identification Barack Obama is the most phenomenal state leader oF USA. He was broken the myth of the impossibilities. He become the first black US president. He was underestimated since the nomination but the finally won the ticket to the White House where he lives and manages US.
Description His full name is Barack Hussein Obama.
People often call him Barack Obama or Obama only. He is African-American. He was born on 4 August 1961 in Honolulu, USA. Obama is quite tall, 183 cm. He has oval face, baldheaded, and black skin. His face looks patient and strong. He always keeps smiles when he gives speech.
Obama has got married to Michelle. They have 2 daughters, Malia and Natasha Obama. Obama‟s
hobby is having sport. He likes playing golf in his spare time. Obama also loves blogging. He writes on his twitter quite often.
2. Recount Text
Anderson (1997, p. 48) in Junariyah (2014) stated that recount text is a pieces of a text that retells past events, usually in the order in which they happened. This statement also supported by Pardiyono (2006, p. 58) in Nurvasari (2017), he said that recount text is the record of events in the past time. In addition, Hartono (2005, p. 6) stated that the social function of recount text is to retell events for the purpose of informing or entertaining.
From those statements above, it can be conclude that recount text is a text which retells events or experiences in the past to inform or entertain the audience (listeners or readers), or both.
a) Generic Structure of Recount Text
There are three important generic structures that take account on recount text. According to Harris (1993, p. 42) in Nurvasari (2017), the structure of the recount text are orientation, events, and evaluation.
1. Orientation
This is the introductory part of the story. It provide the background information where the author tell the reader who is in the story, where the story is happening, and when the story take place. From this part the reader can get the insight what will happens in the next part of the story.
2. Events
It present events; what people do? It tells the events chronologically. It uses conjunctions or connectives like: first, next, then, finally and so on. They show sequence of events.
3. Re-orientation
It presents the concluding comments. It expresses the author‟s personal opinion regarding the events described.
b) Language Feature of Recount Text
There are some of language feature in recount text. According to Anderson (1997, p. 50) in Junariyah (2014), the language features usually found in a recount text are:
a) Proper nouns to identify those involved in the text
b) Descriptive words to give details about who, when, where, what, and how c) The use of the past tense to retell the events
d) Words that show the order of events (for example: first, next, then, etc) c) The Example of Recount Text
Adapted from 2nd grade junior high school of English text book in Junariyah (2014, p. 17-18), the example of recount text can be seen in table below:
Table 2.2 Generic Structure of Recount Text Generic Structure A Beautiful Day at Jogja
Orientation This morning my friends and I went to EOS studio. It‟s not very far from our school, so we just rode our bicycles.
Events First, we met Shanty and Rico outside the studio. Then, they look us into the studio and showed us around. After that, we had lunch at EOS canteen. The food was delicious. Before we went home, we took some photographs with Shanty and Rico.
Re-orientation It was tiring bu we were very happy.
C. Directed Reading Thinking activity (DRTA) Strategy
DRTA is a strategy that encourages students to use their minds while reading a text. It guides students to ask questions based on what they read, make predictions on the story line and read further to confirm if their predictions were right. This process helps develop them into thoughtful learners, making their active to comprehend more from the text. By applying DRTA strategy, the students can share each other about the difficulties in understanding the text.
Having better comprehension and understanding of the text is very important for the students because they can answer the questions correctly and understand what the text tells about.
Likewise (2000, p.35) state that the DRTA helps students become aware of the reading strategies, understand the reading process, and develop prediction skills. They add that this strategy stimulates students‟ thinking and makes them listens other opinions and modyffies their own in light of additional information
Rahim (2007, p.46) describes the concept of DRTA strategy: DRTA encourage students to make prediction while they are reading. After reading segments of a text, students stop, confirm or revise previous predictions, and make new predictions about what they will read next. DRTA draws on empirical research, which demonstrates the effectiveness of predicting, clarifying, monitoring, and evaluating strategies, and so it has indirect but powerful support for its instructional activities reading.
D. Relevant of Study
Several studies have investigated directed reading-thinking activity on students and reported that teaching this activity is significant for enhancing reading comprehension. This section reviews a number of related studies from some researchers:
1. Renn (2012) conducted in a research on The Effect of the Directed Reading Thinking Activity on Second Grade Reading Comprehension. In this research, she compared Directed Reading Thinking Activity (DRTA) with Directed Reading Approach (DRA). The result of her analysis shows that the mean score of the Reading Thinking Activity (DRTA) group is significantly higher than the mean score of the Directed Reading Approach (DRA). Group. It seems that Directed Reading Thinking Activity (DRTA) is more effective than Directed Reading Approach (DRA) in improving reading comprehension.
2. Another study is conducted by Stahl (2011). It explores The Effect of Three Instructional Methods: Picture Walks, Know-Want to Learn-Learn, and Directed Reading Thinking Activity on the Reading Comprehension and Content Acquisition. However, this report of the study tends to focus on the Directed Reading Thinking Activity (DRTA) only. Stahl states that the component of Directed Reading Thinking Activity (DRTA), scaffold interactions, actively justifying and verifying predictions, integrating text-based information with prior knowledge and having an immediate opportunity to discuss new concepts seemed to help readers of Directed Reading Thinking Activity (DRTA) help novice
readers in responding questions about the text. She also adds that the readers were able to provide more information and more sensible justifications for their answers, even if they were not completely correct. Furthermore, the results indicated that Directed Reading Thinking Activity (DRTA) result is statically significant effects on fluency as measured by a timed maze task and effects on reading comprehension and science content acquisition.
3. Odwan(2010) examined The Effect of Directed Reading Thinking Activity (DRTA) Through Cooperative Learning on English Secondary Stage Students’
Reading Comprehension in Jordan. Although Odwan is combined the DRTA with cooperative learning, there are some points about the Directed Reading Thinking Activity (DRTA) itself which are related to reading comprehension. He states, as the result of his study, that students‟ improvement in reading comprehension may be attributed to students‟ skills developing ability to read the material using DRTA. It is because during the activity students set purposes, make predictions, read silently, and verify predictions.
Even if it does not present about the Directed Reading Thinking Activity (DRTA) only, the previous review of related studies stresses the importance of using Directed Reading Thinking Activity (DRTA) which may help the teacher using the effective means for teaching reading comprehension. Therefore, the researcher decided Directed Reading Thinking Activity (DRTA) for teaching reading in order to enhance reading comprehension of the grade VIII students at SMP N 17 Medan.
E. Conceptual Framework
Reading is one of the language skills that students should be mastered and it involves texts of different types. It is the skill or ability of getting information from a text. Thus, the teaching and learning of reading at the school should be carefully prepared and managed. However, some problems of reading in the grade VIII students were found. The grade VIII students at SMPN 6 Batanghari, have difficulties to retrieve information and construct meaning of a text. It can be
detected from their difficulty in generating the main idea and identifying detail information while both of those problems are included as the skills of reading.
The students also seemed to have difficulties in vocabulary. They are so struggle to translate every single word in the text when they actually can try guessing the meaning from the context. Regarding to the problems found at the school, some possible ways are proposed to solve them. In the matter of students‟
vocabulary difficulty, predicting can facilitate the students to guess the meaning from context. Making prediction is also proposed to support the students in connecting their prior knowledge to the information of the texts. The next steps are reading and confirming the predictions. They are proposed to deal with the students‟ difficulty in finding the main idea and detail information of the texts.
Directed Reading Thinking Activity (DRTA) is chosen because its components promote ways to facilitate the use of reading strategies. Directed Reading Thinking Activity (DRTA) is one of the strategies in reading that has three core steps of comprehension cycle. They are sample the text, make prediction, and sample the text to confirm or correct previous predictions. These three steps are conducted as before, during and after reading steps so that they fulfill the proper steps of reading comprehension. This guides students step by step in the reading process.
Directed Reading Thinking Activity (DRTA) divides the text into smaller portion so it aids the students to focus on the process of responding to higher- order questions. Directed Reading Thinking Activity (DRTA) involves predicting activity which assists the students to use not only what they already know but also whatever they can learn from a quick preview of the material to predict what the material is going to be about. Predicting prepares the reader for comprehension.
As mentioned by Harmer earlier, by implementing prediction, the students‟ expectations and active process of reading is ready to begin when they can get the hints of the text so they can predict what‟s coming in the next segment of a particular text. It is linear to the concept of Directed Reading Thinking Activity (DRTA) which dividing a text into some segments. During the process of conducting Directed Reading Thinking Activity (DRTA) the teacher guides the
students, making sure that each student is actively involved in understanding each segment before continuing to the next. It encourages the students‟ participation in comprehending the whole text. The students‟ less participation can be anticipated by creating more lively activities such as discussion and reward giving. And to overcome the lack of media, the researcher employs power point presentation which presents the material in the more interesting way. The way concept on this study is shown by the following diagram.
This research, however, does not improve all of the skills (micro and macro skills) of reading at once. It merely strengthens some points considered from the students‟ problems in reading as mentioned earlier. Directed Reading Thinking Activity (DRTA) mainly focuses on improving the students‟ reading comprehension especially the students‟ problem to detect the main idea and detail information in the texts. It also facilitates the students to be able to connect their prior knowledge with the information of the texts through predicting, reading, and confirming the predictions.
By using Directed Reading Thinking Activity (DRTA), both the teacher and the students can be assisted in their own roles during the teaching and learning of reading. The students can be helped to improve their comprehension and the teacher can be more involved and active to guide the students during the reading.
Table 2.3
Global Problems in Teaching and Learning Process of Reading Global problems in teaching and
learning process of reading in class VIII-A SMPN 6 Batanghari
Vocabulary difficulty
The lack interest of Reading Comprehension
Students‟ less participation
Resolution of the problems
Pre-teaching vocabulary and introducing the key words
Teaching reading using DRTA
Group discussion, interesting media.
F. Hypothesis of Research
1. H01: there is any significant effect of directed reading thinking activity on students reading comprehension.
Ha1: there isn‟t any significant effect of directed reading thinking activity on student‟s reading comprehension.
2. H02: there is any significant difference on student‟ reading comprehension between the students‟ taught by using directed reading thinking activity and those who were not
Ha2: there isn‟t any significant difference on student‟ reading comprehension between the students‟ taught by using directed reading thinking activity and those who were not
CHAPTER III
METHODOLOGY OF THE RESEARCH A. Place and Time of the Research
This researchconducted at the eight grade ofjunior high school 06 Batanghari which was located at Jl. Sungai Abang Kel. Kampung Baru Kec.
Muara TembesiKab. Batanghari. The writer choose this school because based on the students problems experienced in learning English especially Reading, the writer thought that applying DRTA strategy at the eight grade of this school was appropriate with the research. The writerconducted the research about one month.
The research will held in Augustuntil September 2018 at the first semester in academic year 2018/2019.
B. Design of the Research
This research, the writer used quantitative-experimental approach to collect the data. According to Latief (2015, p. 95), Experimental research measured the effect of one manipulated and controlled (independent) variable to another (dependent) variable, like the effect of different methods of teaching to the students‟ achievement, the effect of an English training methods to participants‟ English skills. Experimental research is a powerful research method to establish cause-and-effect relationship (Borg, W.R., Gall, M.D.
1989, p. 639) as cited in Latief (2015, p. 95).
The design of this research was quasi experimental research. Sugiyono (2013, p. 77) stated that quasi experimental research is a type of research that have a control group, but not fully functional to control external variables that affect the experiment. In the quasi experimental research, the writer used nonequivalent control group design. This design was done in two groups; the experimental group and the control group which is not randomly selected.
The aims of this research is to know the significant effect of using DRTA Strategy on reading comprehension at the eighth grade students‟ of
junior high school 06 Batanghari. Before providing treatment, both groups gave a pretest to find out the extent of the students‟ initial knowledge in reading comprehension. In this research, experimental groups was the groups that received treatment by DRTA strategy, while the control group was the group that did not received treatment without using DRTA strategy. Furthermore, both groups were given a posttest to know the result of using DRTA strategy in descriptive and recount text on students‟ reading comprehension. 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
C. Population and Sample 1. Population
According to Sugiyono (2013, p. 80), population is a generalization area consisting of; objects or subjects that have the same qualities and characteristics. The populationsof this research were all of eight grade students of junior high school 06 Batanghari. Totaling the students of eightgradewas 117 students and divided into 6 classes.
Table 3.2 Population of the Research
No Class Number of Students
1 VIII A 25
2 VIII B 25
3 VIII C 25
4 VIII D 26
5 VIII E 25
6 VIII F 25
2. Sample
Sample is a small group in population. Arikunto (2010, p. 174) defined that sample is a part or the representative of the population that will be studied. Furthermore, According to Sapsford and Jupp (2006, p. 26), a sample is a set of elements selected in some way from a population.In this research, the writer used purposive sampling technique to get the sample.
Kasmadi and Sunariah (2013, p. 66) stated that purposive sampling technique is the technique of determination of samples with specific samples and specific consideration. The writer took samples in this research based on the purpose. The purpose of the writer is to find a homogeneous ability of the students in the class. Therefore, the way of writer selects the sample by asking one of the English teacher at the school and looking at the list of students grades from each class. So, it can be concluded that the students who have homogenenous ability in the class were VIII B and VIII E. VIII E as an experiment class and VIIIB as a control class.The writer took 23 students from these class as the sample for conducting the process of data analysis because those students were constantly followed all the treatments given from the beginning until the end of the research.
Table 3.3 Total Sample of Population No Class Number of Students
1 VIII B 23
2 VIII C 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 attributes 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 directed reading thinking activity 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 comprehension.
E. Instrument of Data Collecting
In this research the writer only used test to collect the data. The test was distributed to measure the students‟ reading comprehension. The test was divided into two tests; pre-test was given before the treatment, and post-test was given after doing the treatment. The type of the test was multiple choice tests which consisted of 25 items (Descriptive text and Recount text). Every test item consisted of four answer options (a, b, c, and d). The proportion of every item was
4. Therefore, the total score was 100 if the students could answer all the items correctly.
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‟ comprehension with their score. The items used for pre-test consist of 25 items (descriptive text and recount text). The test was about reading comprehension.
b. Treatment
The treatment conducted for experimental group by using directed reading thinking activity 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 comprehension.
The test was the same as experimental group.
b. Conventional Strategy
In this case, the teaching of reading comprehension for control group by using conventional strategy or classical method. It means, in control group, the writer did not use DRTA strategy in learning process.
c. Post test
Post test also given to control group and the result analyzed and used as final data for this research.
The test gives to experimental and control class, it purposes for knowing the validity and reliability of pre-test and post-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.
In this research, the writer adapted instrument test of Junariyah‟s thesis entitled The Effectiveness of Using CIRC Technique to Improve Students’ Reading Comprehension on Recount Text. In her research, she implemented a content validity to the test.
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,
F. Technique of Analysis the Data
In analyzing the data, before the writerr calculated the value of ttest to look at the hypothesis, the writer have to analyze the normality and homogeneity of the data. The examination of normality needed to know whether the data has been normally distributed or not. Then, after getting the normality, the next step was calculating the homogeneity of data. It aims to look at whether the data is homogeneous orheterogeneous.
1. Normality test
Normality test is calculated to see whether the data were normally or not. Normality test is use Chi-square. The formulas of Chi-square are follows:
Where:
X2 : Chi-square
fo : the observation frequency fh : the expected frequency Systematic calculation:
a. Prepare the Distribution Frequency table of value b. Determining the mean
M=M‟+I( )
c. Determining the Standard Deviation SD=I√ 2
N N
d. Determining the class boundaries, i.e. the class interval of number first left score minus 0.5
e. Determining Chi Square (x2 count) X2 = (fo–ft)2
ft
X
2= ∑ (f
o– f
h)
2f
h2. Homogeneous test
The purpose of homogeneity test was to see whether the data or sample in both classes were homogenous or heterogeneous. The test of homogeneity used homogeneity variance. The formula used can be seen as a follows:
Systematic calculation:
a. Conduct assessment of the students test result b. Determining for variance X (Sx2
) c. Determining for variance Y (Sy2
)
d. Calculate the largest variance and smallest variance e. Compare the ftablewithfcount
f. Criteria of test
If fcount<ftablethen the data homogeneus If fcount>ftablethen the data abhomogen
3. Hypothesis testing
In this part, the writer calculated the data to test the hypothesis that whether there was significant effect of using directed reading thinking activity strategy toward students reading comprehension.
1) T-test Formulation
The writer calculated the data using T-test formula. Two classes were compare, the experiment class is X variable and the control class is Y variable.
According to Sugiyono (2013, p.128), the formula of T-test is express as follows:
t
value= 𝑋
1– 𝑋
2S
gab 1 𝑛1+
1𝑛2
Fcount= 𝑡ℎ𝑒ℎ𝑖𝑔ℎ𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒 𝑡ℎ𝑒𝑙𝑜𝑤𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
S
gab1 1 1 ( 2 – 1) 2
1 2 =
Where:
tvalue : „t‟ test
X1 : Mean of experimental class X2 : Mean of control class
S12 : Variant data of experimental class S22 : Variant data of control class Sgab : Standard deviation of both classes
1 : The total students of experimental class : The total students of control class
After all the data calculated, give the interpretation to toto several processes as follow:
a. Formulating the hypothesis of the research and statistic hypothesis
b. Test significance of toby comparing the amount of towith ttableby setting of degrees of freedom(df) or db,by the formula df = N1 + N2 - 2
c. Determining criticism of „t‟ in the table value of „t‟ by adhering to the df or db have been obtained, both at a significance of 5%
d. Conduct the comparing between toand ttableas bellow:
Table 3.4 Criteria of Cohen’s
Criteria Hypothesis Decision
To ≥ ttable H0 Rejected
Ha Accepted
To ≤ ttable H0 Accepted
Ha Rejected
2) Mean
Mean or average is sum of all score divided by number of scores. Moreover, Charles and Dianne said that mean is score on a test is what is commonly known as the average. According to Sudijono (2000, p.80) in Diktat Statistik Pendidikan (2016, p.28), the formula of mean is :
Where :
X : Mean
∑f.x : Score of frequency (f) and data of experimental class (x)
∑f : total of students
3) Table of Frequency Distribution
According to Sudijono (2007, p.49) in Diktat Statistik Pendidikan (2016, p.22), the steps to make the table of frequency distribution as follow:
a. Distribution of score
b. Range (R) with the formula:
R = Xmax - Xmin Where :
Xmax : Maximal score Xmin : Minimum score
c. Number of class (K) with the formula:
K = 1 + 3,3 log (n) Where :
n : sample total
d. Length of interval class (P) with the formula:
P = Where : R = Range
K = Number of class
4) Variance
Variance is the amount of dispersion from standard deviation. The formula is:
1 1 1
Where :
:
Variance1 : The middle of interval class
X : Mean
∑f : Total of students
5) Standard Deviation
Standard deviation is the square root of variance. According to Sudijono (2000, p.149) in Diktat Statistik Pendidikan (2016, p.35), the formula as follow:
1 1
1 or = √S2
Where : : Standard Deviation
1 : The middle of interval class X : Mean
∑f : Total of students S2 : Variance
G. Hypothesis Statistic
Hypothesis is the statements in quantitative research in whitch the investigator make a research. Hypothesis is a prediction of the possible outcomes of the research. The statistical hypothesis of this research can be seen as:
Ha is accepted if t0 ≥ t- table or there is significant effectof using directed reading thinking activity strategy toward students reading comprehension.
H0 is accepted if t0 ≤ t-table or there is no significant effect of using directed reading thinking activity strategy toward students reading comprehension.
H. Schedule of the Research
The writer arranged the schedule of research in order to make the research be effective and finish with the specified time. So, the writer created a research schedule are as follow :
2 2 2
9
5
3
0 1 2 3 4 5 6 7 8 9 10
28-36 37-45 46-54 55-63 64-72 73-81
CHAPTER IV
FINDING AND DISCUSSION A. Description of Data
1. The Result of Pre-test of Experimental Class
The writer obtained data pre-test from experimental class by column chart which consist of 23 students of the eight grades before conducting study.
Figure 1. Pre-test Experimental Class
From the data above, the number of interval class was 6 and the length interval was 9 classes.The lowest score of the experimental pre-test class was in interval 28-36 with 2 students, and the highest score was in interval 73-81 only one student. The KKM score in junior high school 6 Batanghari was 75. The result of pre-test score students showed that 3 students reach kkm score in experimental class. For the calculating of statistical description, it can be seen in appendix.
5
3
7
3
1
4
0 1 2 3 4 5 6 7 8
28-35 36-43 44-51 52-59 60-67 68-75
2. The Result of Pre-test of Control Class
After obtaining the data of the pre-test experimental class, the writer will obtain data pre-test in control class by column chart which consist of 23 students of eight grades before conducting study.
Figure 2. Pre-test Control Class
From the data above, the number of interval class and the length interval were 6 classes. The lowest score of the control pre-test class was in interval 28-35 with 5 students, while the highest score was in interval 68-75 with 4 students. pre- test score students showed that 2 students reach kkm score in control class. For the calculating of statistical description, it can be seen in appendix.
2
0
3
2
11
5
0 2 4 6 8 10 12
52-57 58-63 64-69 70-75 76-81 82-88
3. The Frequency Distribution of Pre-test of Experimental and Control Class
The test were presented in frequency distribution of experimental and control class (pre-test) table which consist of maximum score, minimum score, mean, variance, and standard deviation from the table below.
Table 4.1 The distribution frequency of Pre-test of Experimental and Control Class
Data Experimental Class Control Class
Maximum score 80 76
Minimum score 28 28
Mean 58,08 47,65
Variance 134,73 258,42
Standard Deviation 11,61 16,06
4. The Result of Post-Test of Experimental Class
After conducting the treatments in experimental class, the writer found that the result of students‟ reading comprehension tests increased from the result before. it can be seen from diagram below.
Figure 3. Post-test Experimental Class
4 4
3
1
8
3
0 1 2 3 4 5 6 7 8 9
48-53 54-59 60-65 66-71 72-77 78-83
Based on the diagram, there was 6 numbers of interval class. On the other hand, the length of interval class was 11 classes. The diagram showed that there was an increase in student‟s scores. In the post-test result, there are 15 students got scores above kkm. The lowest score was in interval 52-57 there are 2 students and the highest score was in interval 82-88 with 5 students. For calculating of statistical description, it can be seen in appendix.
5. The Result of Post-Test of Control Class
The result of the students‟ reading comprehension test slightly different from the pre-test.
Figure 4. Post-test Control Class
According explanation above, there were 6 numbers of interval class and 8 numbers of the length of interval class. The diagram showed that the lowest score was in interval 48-53 with 4 students, and the highest score was in interval 78-83 with 3 students. For the calculating of statistical description, it can be seen in appendix.
