THE EFFECT OF USING TEACHING METHODS ON STUDENTS ACHIEVEMENT IN READING COMPREHENSION.

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THE EFFECT OF USING TEACHING METHODS ON

STUDENT’S

ACHIEVEMENT IN READING

COMPREHENSION

A THESIS

Submitted to the English Department, Faculty of Languages and Arts,State University of Medan, in Partial Fulfillment of the Requirements for the

Degree of Sarjana Pendidikan

By:

ASNI RUMIRIS

Registration Number. 2103321003

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Asni Rumiris. 2103321003. The Effect of Using Teaching Methods on

Student’s Achievement in Reading Comprehension. A Thesis. English

Department. Faculty of Languages and Arts. States University of Medan. 2015.

This study was investigated the effects of applying teaching methods on student’s achievement in reading comprehension. This study used the quasi experimental design. The population of the study was the second grade of SMAS Pelita Nusantara Lawe Sigala-gala. There were sixty students used as sample out of the research taken by randomly from the population of 90 students. This study was conducted with two groups, experimental and control group. The experimental group was taught by using Cooperative Integrated Reading and Composition (CIRC) while the control group by using discussion. The instrument of collecting the data was multiple choice tests. To obtain the result of the reliability of the test, the researcher used the Kuder Richardson formula (KR-21). The result of the calculation showed that the reliability of the test was 0.94, which means that the reliability of the test is very high. The data was analyzed by using t-test formula. The result of the analysis showed that tobserved is exceeded than ttable (4.67 > 2.00) at the level of significance of 0.05 with the degree of freedom (df) 58. The result of this study showed that the students’ achievement taught by using cooperative integrated reading and composition is higher than those taught by using discussion.

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ACKNOWLEDGEMENT

A greatest to the Almighty Jesus Christ for blessing and guiding the writer

so she can finally complete this thesis to fulfill the requirements for the degree of

Sarjana Pendidikan.

The writer would like to take her opportunity to express her deep and

sincere gratitude to the following:

 Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.  Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and

also her Reviewer and Examiner, Dra. Meisuri, M.A, the Secretary of

English department, and Dra. Masitowarni Siregar, M.Ed., the Head of

English Education Study Program and also her Academic Advisor and

as her Reviewer and Examiner.

 Prof. Dr. Busmin Gurning, M.Pd, her Thesis Consultant and Johannes Jefria Gultom, S.Pd, M.Hum.

 Dra. Sri Juriati Ownie, M.A, her Reviewer and Examiner.

 All Lecturers who have taught her in this English Department, for giving knowledge, advices and amazing study experiences.

 The writer sincerely thanks to her beloved father Abdullah Panjaitan and mother Nelly Siregar for their everlasting love, hopeful prayers in

her life, and the entire moral and the financial support that have

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 The writer also thanks to the headmaster of SMAS. Pelita Nusantara Lawe Sigala-gala, GERLAM, S.Pd, M.Si and English teacher Miss.

Trimawati Pasaribu S.Pd and all the teachers and student especially

XI-1, XI-2 academic 2013/2014 in SMAS. Pelita Nusantara Lawe

Sigala-gala who received the presence of the writer during research in

these classes.

 Her dearest friends of Extension B 2010; Yusniar, Icha Ramadhani Butar-butar S.Pd., Goklas, Fitri, Vira, Misida, Murni, Tiar, Yeni, and

the rest members of Extension 2010 for all of their motivation ,

supports and togetherness.

The writer hopes this thesis will be useful for those who read it, especially

for the student of English Department.

Medan, Januari 2015

The Researcher,

Asni Rumiris

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LIST OF TABLES

Table 1.1 Students’ Accumulated Score of Grade XI ... 2

Table 3.1 Research Design ... 27

Table 3.2 Procedure of Treatment for Experimental Group ... 29

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LIST OF APPENDICES

Appendix A The Score of Pretest By The Students of Experimental Group ... 44

Appendix B Score of Pretest By The Students of Control Group... 45

Appendix C.1. The Calculation of Reliability ... 46

Appendix C.2. To obtain the reability of the test ... 47

Appendix D Calculation of t-test ... 49

Appendix E t-table Distribution ... 53

Appendix F Reading Test ... 54

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CHAPTER I INTRODUCTION

A. The Background Of The Study

Reading is one of the four language skills that is very important. Reading

is also something crucial and indispensable for the students, because the success

of their study depends on their ability to read. Reading is a means of language

acquisition, of communication, and sharing information and ideas. Like all

language, it is a complex interaction between the text and the reader.

Reading is the ability to draw meaning from the printed page and interpret

the information approximately (Grabe and Stoller 2002:9). It is an active cognitive

process of interacting with print and monitoring interpretation or understanding to

establish meaning by giving test. The main purpose for reading is to comprehend

the idea in the material. Without comprehension, reading would be empty and

meaningless.

According to Anderson (2006:3) reading is one of the most poorly

developed of our daily skills and yet it is a vital medium of communication.

Reading consits of two related proccesses: word recognition and comprehension.

Word recognition refers to the process of perceiving how writen symbols

correspond to one’s spoken language. Much of what we know about reading is

based on studies conducted in English and other alphabetic languages.

Improving student’s reading comprehension is not easy task, teaching

reading nowadays is directly faced to some problem. Many students are still

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only, without know the meaning and the purpose of the text, even there are many

students that can’t read in English. The factor is the strategy used in the teaching

and learning process. The student only asked to read and answer the questions

related to the text. This strategy makes the students do not fully understand of

what they have read.

Based on the phenomenon where the researcher did observations to

students in SMAS Pelita Nusantara Lawe Sigala-gala, most of the students faced

many difficulties when reading their text book. They did reading as a passive

activity because as a common reading activiy they only asked to read and then

translate the story. When they asked to read they are only read without

comprehend the text and also they have no self confidence to read. Without

comprehension, a student does not really read. It is the teacher’s responsibility to

help the students to comprehend the text. The teacher needs to assess student’s

reading needs. Teacher should design and redesign course in order to make an

interesting learning process for students.

The ability to comprehend story seems so low with that learning style. The

writer attaches the students’ score in two semesters, academic year 2013-2014

below. The Minimum Criteria Mastery (Kriteria Ketuntasan Minimum/KKM) is

70.

Semester Score Students Percentage Mean

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This finding really proves that the students’ achievement in reading is bad.

Students should have knowledge in many aspects especially in academic terms,

one of the ways to get more knowledge is by reading. Because without knowledge

they cannot even compete with others student in modern ages like nowadays.

How to make students have knowledge while they do not ever interesting

in reading? People seem so lazy to read moreover with academic reading and

monotonous story. They tend to be sleepy if the readings are not entertaining

them. Just like the proverb says, read a book if you want to sleep earlier. That is

also a proof that sometimes reading is a boring activity to do.

As an English teacher, we should be creative to find a good and

appropriate way to help students to get more knowledge, to be able to comprehend

a story, especially mastery the forth skills, moreover in an entertaining and

enjoyable way so they will not feel bored in the class.

For the proofs and reasons mentioned above, some linguists state that

success of teachers in teaching is often measured through the accuracy of method,

media or technique they apply. So teachers should be able to choose a suitable

media and model of learning in order to create a better, interesting and

communicative teaching and learning process.

Dealing with the facts previously mentioned, the researcher needs to try to

carry out a study in teaching reading. In this case, the researcher believes that

Cooperative Integrated Reading and Composition is a very good method to be

applied in teaching reading, especially for narrative genre. It is also an interesting

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love in reading because this method gives interesting way to the class without

makes students become sleepy in reading.

Based on the explanation, it is essential to use a suitable and effective

method to help students to solve their reading comprehension problem.

B. The Problem of the Study

Based on the background of the study, the research problem is formulated

as follows: “Is the student’s achievement taught by using Cooperative

Integrated Reading and Composition is higher than that taught by using

Discussion Method?”

C. The Objective of the Study

In line with the problem, the objective of the study is to find out the use of

Cooperative Integrated Reading and Composition on Student’s Achievement in

Reading Comprehension.

D. The Scope of the Study

Based on the background of the problem and identification of the

problems mentioned above, this study will be limited to the effectiveness using

Cooperative Integrated Reading and Composition as method in teaching reading

narrative text, since this method is expected to affect students’ achievement in

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E. The Significance of the Study

This research findings are expected to be useful for:

1. The teachers to improve their ability in teaching reading by paying

more attention to the method of teaching reading.

2. The students help them in comprehending the text easily and to help

students sharing ideas or opinion related to the text.

3. The readers to update their information or knowledge about how to

improve reading skill and as a reference for those who are interested in

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the result of the data analysis and discussion, the researcher

concludes that using Cooperative Integrated Reading and Composition(CIRC)

significantly affects the students’ achievement in reading narrative, since students’

achievement in reading narrative text who taught by using Cooperative Integrated

Reading and Composition (CIRC) is higher than taught by using discussion

method.

B. Suggestions

Based on the conclusion given, the researcher gives some suggestions for

those who are interested in teaching reading as follows:

1. To the English teacher: applying Cooperative Integrated Reading and

Composition (CIRC) method to the teaching-learning process.

2. To the students: practicing Cooperative Integrated Reading and

Composition (CIRC) method will give you invaluable benefit because it

helps yuo to concentrate your attention to the reading which will guide you

to comprehend reading text much better.

3. To readers: applying Cooperative Integrated Reading and Composition

(CIRC) method in reading will be useful because it helps you to focus to

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THE EFFECT OF USING TEACHING METHODS ON STUDENTS ACHIEVEMENT IN READING COMPREHENSION.