ASKING AND ANSWERING STRATEGY ON SENIOR HIGH SCHOOL STUDENTS TO ENHANCE READING TEXT SKILL AT
ONE OF PRIVATE SCHOOL IN MEDAN
THESIS
By:
FADHLY TANJUNG NPM : 71200422007
DEPARTMENT OF ENGLISH LITERATURE MAGISTER’S PROGRAM
FACULTY OF LITERATURE
UNIVERSITAS ISLAM SUMATERA UTARA MEDAN
2022
ASKING AND ANSWERING STRATEGY ON SENIOR HIGH SCHOOL STUDENTS TO ENHANCE READING TEXT SKILL AT ONE OF PRIVATE
SCHOOL IN MEDAN
THESIS BY
FADHLY TANJUNG NPM : 71200422007
Submitted to Master’s Program Department of English Literature
Faculty of Literature
Universitas Islam Sumatera Utara, Medan In Particial fulfillment of the requirement For the Degree of Magister Sastra in English Literature
Supervisor I Supervisor II
Dr. H. PurwantoSiwi,S.S.,MA Dr. Irma KhoiratDaulay, S.S., M.Hum
Dean of faculty Head Of Department
Dr. H. PurwantoSiwi, MA Dr. H. Manugeren, M.A
DEPARTMENT OF ENGLISH LITERATUREMAGISTER’S PROGRAM FACULTY OF LITERATURE
UNIVERSITAS ISLAM SUMATERA UTARA MEDAN
2022
ACKNOWLEDGEMENT
In the name of ALLAH SWT, the most grateful and beneficial, firs of all, I would like to express my gratitude and sincerest praise to ALLAH SWT, the god of universe, who gives me chance and health to write this thesis. My praise also belongs to prophet Muhammad SAW who led us the brilliant world which full of knowledge.
Alhamdulillahirabbilallamin and praise to ALLAH SWT, who has given me unremarkable, blessing and strength so that I could finish this thesis. In this opportunity, I would like to thank all of those who have supported and guided me in this process of writing.
First of all, I would like to express my greatest gratitude to my mother. Without her prayers and supports, there is no possibility of me to finish my study and do this thesis smoothly. I also address my thanks to my beloved wife for her supports during the process of this writing. And I would like to thank all of my lecturers who have supported me in this writing thesis
My sincere and special gratitude is directed to my first consultant Mr. Dr. H.
Purwanto Siwi, MA and my second consultant Dr. Irma Khoirat Daulay, S.S., who have guided me during the process of this writing. I thank them for all advice, direction, and encouragement. And Mr. Mhd. Khaidir S. Pd, MM, as the head master of Private School At Medan and the English Teacher at that school who have guiding me in this process writing this thesis and support during conducting the research.
Finally , I hope this thesis will be useful for the reader, however , I realize that this thesis is far being perfect, therefore I greatly appreciate any criticisms, ideas and suggestions for the improvement this thesis.
Medan, …………July 2022 The writer
FadhlyTanjung
STATEMENT OF AUTHORSHIP
I. The undersigned below :
Name :FadhlyTanjung
NPM : 71200422007
Study Program : Magister of English Literature Concentration : English Literature
Research Thesis : ASKING AND ANSWERING STRATEGY ON SENIOR HIGH SCHOOL STUDENTS TO ENHANCE READING TEXT SKILL AT ONE OF PRIVATE SCHOOL AT MEDAN
I solemnly declare that the thesis I submit is truly my own work, except for quotations and summaries, all of which I have explained the source of.
When in the future days it is proven or can be proven This thesis is plagiarized, then the diploma obtained is given by the University I refused to accept.
TABLE OF CONTENTS
Title ... i
Form of thesis trial ... ii
Acknowledgements ... iii
Abstract ... iv
Statement of Authorship ... v
Table of contents ... vi
CHAPTER I INTRODUCTION 1.1.Background of Study ... 1
1.2.Identifivation of problem ... 3
1.3. Limitation of The Problem ... 4
1.4.Formulation of The Problem ... 4
1.5.The scope of the study ... 5
1.6. Signification of the research ... 5
CHAPTER II REVIEW OF LITERATURE 2.1. Related Theory ... 6
2.2. Students Ability ... 8
2.3. Reading literature ... 9
2.3.1. The Assessment of Reading ... 11
2.4. Purpose of Reading ... 12
2.4.1. Reading to Search for Simple Information ... 14
2.4.2.Reading for specific purpose ... 14
2.5. Students’ problem in reading text ... 14
2.6. Reading Text by Asking and Answering Strategy ... 16
2.7. Framework of Study ... 17
2.8. Hypothesis ... 18
CHAPTER III METHODE AND RESEARCH 3.1. The Location of Study ... 19
3.2. Design of Study ... 19
3.3. Subject of Study ... 20
3.4. The Technique of Collecting Data... 20
3.4.1. Observation ... 20
3.4.2. Interview ... 20
3.4.3. Test ... 21
3.5. The Procedure of Collecting Data ... 24
3.5.1. Planning ( Develop a plan of action ) ... 25
3.5.2. Action( Collecting Data ) ... 25
3.5.3. Observation ... 26
3.5.4. Reflection ... 27
3.6. Instrument of collecting data ... 27
3.7. Technique of Analyzing Data ... 28
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
4.1. Theory Of Ask and Answer strategy ... 29
4.2. How Do We Know The Students Ability In Reading Text ... 31
4.3. What is Asking and Answering Strategy Used in Reading Narrative Text... 33
4.3.1. Steps in applying Asking and Answering strategy………..35
The Narrative Text Material ………37
4.3.2. Generic Structure of Narrative Text……….39
4.4. How to know the students’ ability in reading text by asking and answering question………40
4.5. Why asking and answering strategies can improve the students’ ability………...45
CHATER V CONCLUSION AND RECOMMENDATION 5.1. Conclusion ... 47
5.2. Recommendation ... 47
Refrence ... 48
Appendix 1 ... 50
Quiz ... 52
Answer ... 53
Appendix 2 ... 54
Appendix 3 ... 56
Appendix 4 ... 58
Appendix 5 ... 60
REFFERENCES
Abdul Majid, M.Pd., “ Strategi Pembelajaran, Bandung “: PT Remaja Rosdakarya,2013 Anderson, L.W.(2003). Classroom assessment. Newjersey. Lawrence erbium
associates, inc
Backman et al 2012. Writing Guide, Boston University Bates.2012. Behavioral Research. Mc. Graw Hill
Buzan T.(2008). BukuPintar :Mind Map UntukAnakmeningkatkankreativitas.
Jakarta: PT. GramediaPustakaUtama
Brown, H.D.(1994). Principle of language learning and teaching, 3rd .ed New York:
Principle Hall
Chandra Wijaya and Syahrum, “PenelitianTindakanKelas, (Bandung: CitaPustaka Media Perintis, 2013),p. 39”
Creative Educator .,“Creative Educator - Tech4LearningEmbrace Action Research“ | Deborah Daiek Nancy Anter, “Critical Reading for College and Beyond”,
Hamruni, M.Si, Strategi Pembelajaran, Yogyakarta:Insan Madani, 2012.
https://www.classroomnook.com/blog/reading-strategy-asking-questionsIbid, p. 5 “Isolating the steps makes the process seem mechanical or reducible to a formula.”
Hasibuan and Mujiono (1993) “The Effect Of Reading Text By Asking And Answering And Learning Is A Process Of Communication”
(London: Scott, Foresman, 1988), p. 161 “T. Tuner, “Comprehension: Reading For Meaning”:
Luthfiyah 2013.“KorelasiPenguasaanKosa Kata BersifatPassifReseptifDengan KeterampilanMembacaPemahaman”. UniversitasTanjungPura
Mardianto, PsikologiPendidikan, (Media: Perdana Publishing, 2012), p. 93 ”“ability in three parts: cognitive, effective, and psychomotor”
(McGraw-Hill :Newyork1, 2004),“Ability is the individual's capacity to carry out various tasks in a particular job”.
( McGraw-Hill: New York, 1983) p, 2 “Spears Deanne, Developing Critical Reading
Skills”,
R. Sugiyanto, “Penerapan Metode Bertanya dalam Kegiatan Praktek Lapangan untuk Meningkatkan Kemampuan Mengemukakan Pendapat Mahasiswa,”
Volume.6 No.2, Juli 2009 h 83- 85.
Read Naturally “Al qur’an Translation SuratAt Tin Ayat 4 - 6 BerdasarkanTafsir Al- Mukhtashar”
Reading, (New York: Longman,) “ Comprehension: Reading For Meaning: Teaching Reading”
RochiatiWiratmadja, “MetodePenelitianTindakanKelas, (Bandung: PT RemajaRosda Karya, 1993),p. 11”
Stephen P. Robins (2006,46) “Ability is the individual's capacity”
SukirahKustaryo, Reading Techniques for College Students, (Jakarta:Depdekbud DirjenDikti,1988), p.15
Syahrum and Salim, “MetodePenelitianKuantitatif, (Bandung: 2007”)
SuharsimiArikunto, “Dasar-DasarEvaluasiPendidikan, (Jakarta: PT BumiAksara, 2006), p. 264”
(Tierney, 1982). “The Goal of Reading Strategies for reading comprehension”
William Grabe and fredricka L. Stoller, “Teaching Reading &Teaching and researching”
(2002), p.11-14http://Englishworld.com.html, acsess at December 21, 2016 , 11:25 Pm W. Gulo (2002)“ Suggests the learning approach is a view in seeking the way students
interact with their environment”Perceival and Ellington (1988) “
Pardede, P. (2008). ”A Review of Reading Theories and its Implications to the Teaching of Reading”. Universitas Kristen: Indonesia
Nation, I. S. P. 2009. “Teaching ESL/EFL Reading and Writing. New York”, NY:
Routledge William S. Gray (1885 – 1960)
APPENDIX 1
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Satuan Pendidikan : SMA AL-HIDAYAH MEDAN Mata Pelajaran : Bahasa Inggris
Kelas/Semester : 1-2
Materi Pokok : Teks naratif (LAKE TOBA) Alokasi Waktu : 1 Pertemuan (2 x 40 menit)
1. Tujuan Pembelajaran :Dengan disajikan sebuah teks singkat cerita DANAUTOBA, siswa dapat membaca nyaring dengan intonasi, pengucapan, kefasihan, dan jeda yang baik dan percaya diri.
2. Materi Pembelajaran : Teks LAKE TOBA 3. Kegiatan Pembelajaran
a. Kegiatan Awal : 1) Mengucapkan salam.
2) Mengajak siswa berdo’a bersama dalam Bahasa Inggris.
3) Menyapa siswa dan menanyakan kondisi siswa.
4) Mengecek kehadiran siswa, menyiapkan suasana belajar.
5) Mengamati slide Pembelajaran “DANAU TOBA ” 6)Siswa memahami cakupan materi, tujuan
pembelajaran, penilaian, dan manfaat materi/kegiatan pembelajaran.
b. Kegiatan Inti : 1) Siswa membentuk kelompok diskusi (dengan Game).
2) Setiap siswa harus membaca beberapa kalimat yang berbeda.
3) Siswa mengumpulkan vocabulary dari text “LAKE TOBA” ( mencari kosakata sulit ).
4) Siswa berlatih dalam kelompok didampingi guru.
5)Siswa membaca nyaring dengan intonasi, pengucapan, kefasihan, dan jeda yang baik dan percaya diri berdasarkan urutan cerita yang dibagikan.
6) Guru mendokumentasikan dengan kamera HP dan meakukan penilaian.
7) Agar hasil lebih bagus dan menyenangkan, siswa diberikan quiz game vocabulary dari text narrative Lake Toba tersebut
c. Kegiatan Akhir : 1) Guru dan siswa membuat kesimpulan.
2) Guru memberikan refleksi, umpan balik, dan rencana pembelajaran pertemuan berikutnya.
3) Memberitahu waktu pelajaran telah habis dan meminta maaf harus mengakhiri pembelajaran.
4) Mengungkapkan harapan untuk bertemu lagi pada pertemuan selanjutnya
5) Mengucapkan terima kasih atas perhatian siswa.
6) Berdoa untuk mengakhiri pembelajaran.
7) Mengajak siswa bertepuk tangan atas kemajuan belajar.
8) Salam penutup.
4. Model Pembelajaran : Inquiry
5. Media, alat dan bahan : Teks, gambar, LCD, dan laptop.
6. Sumber : Narrative Text “Lake Toba”
7. Penilaian : a. Jenis b. Bentuk c. Rubrik
d. Instrumen : Test lisan Reading Aloud Terlampir Mengetahui;
Kepala Sekolah Guru Bid.Study
SMA AL-HIDAYAH MEDAN B. Inggris
Abdul M Haidir Saragih Fadhly Tanjung
Quiz
LEMBAR KERJA SISWA (Untuk dipotong dan dibagi secara acak)
1. One day, his daughter was so hungry and she ate his father’s lunch. Unfortunately, he found out and got furious, and shouted; “You damned daughter of a fish”. The daughter ran home and asked her mother.
2. He felt in love with her and proposed her to be his wife. She said; “Yes, but you have to promise not to tell anyone about the secret that I was once a fish, otherwise there will be a huge disaster”. The man made the deal and they got married, lived happily and had a daughter.
3. Once upon a time, there was a man who was living in north Sumatra. He lived in a simple hut in a farming field. The did some gardening and fishing for his daily life.
4. Few years later, this daughter would help bringing lunch to her father out in the fields.
5. One day, while the man was do fishing, he caught a big golden fish in his trap. It was the biggest catch which he ever had in his life. Surprisingly, this fish turned into a beautiful princess.
6. Soon there was a big earthquake followed by non-stop pouring rain. The whole area got flooded and became Toba Lake. She turned into a fish again and the man became the island of Samosir.
7. The mother started crying, felt sad that her husband had broke his promise.
8. Then she told her daughter to run up the hills because a huge disaster was about to come. When her daughter left, she prayed.
The answer
Once upon a time, there was a man who was living in north Sumatra. He lived in a simple hut in a farming field. The did some gardening and fishing for his daily life.
One day, while the man was do fishing, he caught a big golden fish in his trap. It was the biggest catch which he ever had in his life. Surprisingly, this fish turned into a beautiful princess. He felt in love with her and proposed her to be his wife. She said;
“Yes, but you have to promise not to tell anyone about the secret that I was once a fish, otherwise there will be a huge disaster”. The man made the deal and they got married, lived happily and had a daughter.
Few years later, this daughter would help bringing lunch to her father out in the fields.
One day, his daughter was so hungry and she ate his father’s lunch. Unfortunately, he found out and got furious, and shouted; “You damned daughter of a fish”. The daughter ran home and asked her mother. The mother started crying, felt sad that her husband had broke his promise.
Then she told her daughter to run up the hills because a huge disaster was about to come. When her daughter left, she prayed. Soon there was a big earthquake followed by non-stop pouring rain. The whole area got flooded and became Toba Lake. She turned into a fish again and the man became the island of Samosir.
Appendix 2 Interview
No Interview problem Code
1 When the teacher came to class, the students were not ready to study S
2 Some students felt bored S
3 The students did not pay attention when the teacher explain the text S 4 The students often made up something for fun answering the teacher’s
question
S
5 The student find the difficulties in reading the text S
6 The student had low interest to look up the pronunciation in the text S 7 The students had the difficulties in answering teacher’s question S
8 The students lacked grammar ability S
9 The students had difficulties in guessing the word S
10 The students had difficulties in understanding the meaning of some sentences
S
11 The students pronounced words incorrectly S
12 The students played with their classmate while teaching – learning process was in progress
13 The students had difficulties to express their idea in reading the text S
14 The students lacked vocabulary S
15 The students lazy to do their homework S
16 Some students felt shy to answer the teacher question S
17 The teacher used only one source of teaching material T 18 The teacher sometimes did not give a warning when the students talk to their
friends
T
19 The teacher gave the students too little time in doing some exercise T 20 The teacher found difficulties in handling the students who make noisily T 21 The teacher lacked ideas in creating some interesting activities T
22 The teacher’s style in teaching was old style T
23 The students did not have much time in process of reading S 24 The students had low motivation joining the classroom S
Appendix 3
SuratPengantar Reset
SuratBalasan Reset
Apendix 4
Appendix 5 Aktivitas Belajar
