The effects of vocabulary before reading and question before reading on the students' reading comprehension achievement - Widya Mandala Catholic University Surabaya Repository

(1)

THE, EFFECTS OF VOCABULARY BEFORE

READING AND qUESTION BEFORE READING ON

THE STUDENTS'

READING COMPREHENSION

ACHI EVEMENT

A THESIS

As Partial Fulfrllment of the Requiroments

For the Sarjana

Pendidikan

Degree

in

English

Language

Teaching

Faculty

a 1-rXU

By:

r 213002046

U N I V E R S I T A S

K A T O L I K

W I D Y A M A N D A L A SURABAYA

F A K U L T A S

K E G U R U A N

D A N I L M U P E N D I D I K A N

J U R U S A N

P E N D I D I K A N

B A H A S A

D A N S E N I

F R O G R A M

S T U D I P E N D I D I K A N

B A H A S A IN G G R I S

(2)

THE EFFECTS

OF VOCABULARY BEFORE

READN\IG

AND QUESTION

BEFORE

READING

ON THE

STUDENTS'

READ1NG

COMPREHENSION

ACHIEVEMENT

A THES1S

As a Partiai Fulfilhnent of the Requirentettts

fbr the Sarlana

Pendidikan

DeE-ee

in

English

Language

Teaching

Faculty

B)':

SHI ENNY VERONICA WIJAYA

1 2 1 3 0 0 2 0 4 6

UNIVERSITAS

KATOLIK WIDYA MANDAIA SURABAI'A

FAKULTAS KEGURUAN

DAN ILlVru PENDIDIKAN JLIRUIiAN

PE\IDIDIKAN

BAHASA DAN SENI

(3)

APPROVAL SHEET

(1)

The thesis entitlcd "-IHE EFFECTS OF VOCABULARY BEEQRE

READING COMPREHENSION ACHIEVEMENT" prepared and submitted by

Shienny Veronica Wijaya (1213002046) has been approved and accepted as a

partial fulfillment of the requirements for the Sarjana Pendidikan Degree in

English Language Teaching by the following advisors:

A. Lenn-v Setiawati. M. TESOL Dr. Agustinus Ngadiman

(4)

APPROVAL SHBBT

(2)

This thesis has been examincd by the Committee on Oral Examination

with the grade of on July 3'd, 2006.

r i-\

\\

,T\ ,

../--'/

Dra. M.N. Siti Mina Tamah. M.Pd Chairperson

P. Hady Sutris Winarlim. M.Sc Member

A.Lenny Setiawati. M.TESOL

Member

Approved by:

6nins Tinsastuti

S.

Member

(5)

ACKI\{OWLEDCEN,IENTS

First of all. the rvriter rvould like to thank God tbrHis blessing so that she

r i a s a b l e t o t l n i s h t h i s t h e s i s

The rvriter also *ould like to express her _eratitude to some marvelous

people rvho have played important roles in helping and guiding her to make this

- l - - - : - . r - l - - - - , , I

-I i t e s l s . i n r l s e p e o p i e w e t e .

l. Dr Agustinus Ngadiman as the u'riter's first advisor, u'ho has spent his

r.aluable time in guiding. helping and encouraging her so that the u'riter c,ould

^ ^ ^ - _ - - _ - t : - r - - t - : - - l - - , : - : ,

-a ( { - ( ) r n p l t 5 { l tI S L I l e s l S ( ) I l t r r n e .

I A. Lennl Setiar.vati, \1 TESOL as the rvriter's second adr,isor vu.ho has

devoted manv valuable hours in supporting, encouraging and helping her

l - - . - : . - r I - _ - t _ _ - : _ . :

-i -i -i l f -i n 3 I n c -i -i t e s -i s \ \ f -i l -i -i t g .

i. Drs. Nvoman Arcana rvho has explained about the statistics and lent the rr;riter

s(\nre books about srat ist ic s

-+ Sr Sophia S Sp S, theheadmistress ofS\'IPK Santa Agnes. *ho hasbet:n so

kind and gave warm w.elcome the writer to do her research at this school.

i i s a b e i i a K u t a r - S P d . t h e E r r g i i s h t e a c h e r o f S i \ l P K S a r r t a . \ : r r t e s S u r a l r a r a .

rvho has given a rvarnr rveicome. cooperation, helptul guidance and

intbrmation of the students to the writer durin.g her research

{r All students ofS\{PK Santa Agnes Surabaya _1.ear3005/?006. especially those

rlltr'r *ere in ciass lllB and lllC rvho hal'e detrnitely created an enjoyable

(6)

7 Prot Dr. \reronica L Diptoadi rvho has been a truly inspiration tbr the u.riter

in completing her study.

8. Tire rvriter's family rviro iras heipecl much and offerecl their wartnest love, and

attelltion.

9 The rvriter's best friends q'ho have been man'elous tiiends and helpecl the

_ , - : . -- ^ :_ - ^ - _ - - ^ - - _ , _ _ . ,

\ \ f l I e f s l l l S ( l l l l a l r \ ' \ a - \ - S .

At 1ast. the rvriter also otlers her sincere thanks for everyone rvho cannot

be rnenticlned yet cannot be tbr-sotten. This thesis is dedicated to all of them.

(7)

]. REVIE\\i OF RELATED LITERATURE

2 I Reading

2 I I The Nature of Reading Comprehension

2 I 2 The Role of Readin_u Comprehension Teacher

2.I -l The Role of \/ocatrulary in Reading Conrprehension

Page

I

i i i

viii

i x

I .1 5 6 1 8 I 1 0 l l 1 1 1 :

| ,,t

1 5

(8)

2 2 Schemata

2l I The Schemata Theory

2 2 2 The Functions ofSchemata

I I i The Tlpes ofSchemata

2 -l Pre-Readin-e Activities

1.4 \ ocabulary'befbre Reading

2 5 The Application of Vocabulary befbre Reading

i r r P l e - R e a d i n c . { c t i r i t i e s

1.6 Question betbre Reading

2.7 Several _{Wavs of Providing Question befbre Reading}

1 8 Tvpes of reading Cor.nprehensic'rn _Questions

I t) The Related Studies

3 l Research Design

-l l The Population and Sample

i -l The \/ariables

-1. -* Research lnstrument

il'

2 9 1 Previous Studies Done at Widya Mandala C'atholic

Page t 5 1 5 t o t 6 I 7 l 8 2 0

: ' I

2 2

2 3

2 5

2 8

29

3 0

3 l

- ) - t

U n iversitv

l cl.l The Similarities and Difterences bet\.veen the Previous 26

Studies and the Writer's Study

r RESE

\RCH DESIGN .\\D \{ETHODOLOGY

(9)

3 4 2 Reliability

-1.4 -l ltem Anallsis

-1.-1.-1. I ltem Difliculty

3 4 I : I t e n r D i s c r i n t i n a t i o n

-1.5 The Treatments

i.6 The Scoring Techniques

1.7 Procedure of Collectin-e Data

-1.7.1 The Preparation Stage

-l 7 2 The Experimental Stage

3 7.1 The Schedule tbr the Experin.rerrt

-i .8 Procedure oi Analyzing the Data

.I RESLILTS OF DATA A}iALYSIS AND DISCUSSION

4 1 Findines

-+ I I The Result of Data,A,nalysis

-1 I 1 I The Total Score of Readins Comprehension P'age

) +

l 5

3-5

i 6

l 8

. t l

4 l

t l

+ ' ,

+-l

+.-t

jt "l

Post-Test

.+8

4 1 1.2 Several

Tvpes

of Reading

Comprehension

in Post-Test

4.1 I -l The Result of t-test fbr Each Item

I l l The Hrpotheses Testing

4. i.f .1 The Nlajor Hypothesis

1 1 L.2 The Nlinor Hypothesis

.+9

.53

(10)

.1.2 _Discussions_{of the Findines}

5 CONCLUSION AND SLIGGESTION

-i. I Sr-rmmarv and Conclusion

-i.1 Suggestion

5. -l Areas fbr Future Research

REFERE\CES

A P P F - \ D I C E S

( i l

(ri

(ii Page

:\7

72

'71

'78

i30

i32

134

136

t38

,10

ri5

b 8

B

C

A The Calculation of the Ditl-rculty Inder and

Discrimination of the First Try Out

The Calculation of Reliability KR-21 of the First Try Out

The Calculation of the Dilficultv Incler and

Discrimination of the Second Try Out

D The Calculation of Reliability KR-2 I of the Second Try Out

E. The CalcuIation of t-test firl Pre-Test

F. The Calculation of t-test ibr Post-Test

G. The Calculation _{of t-test tbr Detail Questions}

H The Calculation of t-test ibr Vocabulary _Questions

L The Calculation of t-test tbr Retbrence _{Word Questions}

J. The Calculation _{of t-test for i\{ain Idea Questions}

K. Critical Values of the t Distribution

(11)

Page

L. Lesson Plan for the First Treatment 93

\{. Lesson Plan for the Second Treatment I L5

N Lesson Plan tbr the Third Treatment l-;6

O. Reading Comprehension Test. .\nsu'er Sheet, and Ansrver Key lb l

(12)

LIST OF TABLES

Tabie

-l I The Research Design

I I -lable of Population and Sarnple

-i.-i Tabie ol Specitication of the Research Instrument of the Study

i.4 Table of the Treatments

-i 5 The Scheciuie of the Erperiment

-+. _I -fhe _{t-test of the Reading Comprehension}_Post-Test_{Total Score}

4 : A Sumnrarv _{of the t{est for Detail Questions}

4 -i A Summarv olthe t-test for Vocabulary _Questions

4 4 i\ Summarv of the t-test fbr Refbrence _{Word Questions}

4 5 A Suurnrary of the t-test tbr lv'{ain _{ldea Questions}

4 6 ,\ Summar-v of the Result of t-test tbr Types ot

Readinq Comprehension Questions in the Post-Test

:1 7 The Result of t-test Anall'sis on the Total Post-Test Score

:1 I The Result of t-test Analysis on the Detail Questions

1 9 'fhe Result of t-test Analysis on the Vocabulary Questions

4 l0 The Result of t-test Analvsis on the Reference _{Word Questions}

-1 tl The Resrrlt of t{est Analysis _{on the Main ldea Questions}

Pai4e

2 9

t 0

-) _:

i 9

44

4 9

5 0

5 l

J / .

5 2

5-l

5 4

5 5

5 6

_s6

5 7

(13)

ABSTRACT

\\.ija1 a. Sliiennv \-eronica. 2006. The Eti-ects ol \-ocabuiary before Reading and

Q u e s t i o n b e l o r e R e a d i n r . t o n t h e S l u d e n t s ' R e a d i n g C o m p r e h e r r s r o n

Achiel'ement, S-l thesis, English Department, Teacher Training FacuLty of

\\ridy-a Nlandala Catholic University. Surabaya. Advisors: ( l) Dr.

Agustinus Ngadirnan. (2) A Lenny Setia*'ati. M TESOL

Keluorcis: \iocabuiary belore Reaciing. Question before Reading, Reading

Conrpleheusic'rn, Achievement

Scientists prore that schemata _{hold a -ereat}int-luence in students' reading

conrprehension. By activating students' schemata. teacher can help the students to

achier,e better comprehension on a reading text. The entire reading teachers

realize this, theretbre, they alu'ays conduct a kind of pre-reading activity. which is

question befbre leading to activate students' schemata on the topic discu:ssed.

Hou'er''er- this pre-reading activitv is not sufficient in activating students'

schenrata, _-".-etproviding thern with vocabulary knowledge befbre they reacl the

ie\t. ln ihis studt.. the *.riter suggesied to use vocabular,v belbre reading instead of

- " o " r i , ' " h ^ t ; " ^ . ^ ' " 1 ; . ^ i ^ t h o ' . ' o

" ^ . , 1 i - , , . ^ r i " i r . , \ t u ! J , ' v , l

Furthermore. this experimental study was the conducted to see the effect

ofvocabulaw beibre reading and question befbre reading on the students' reading

comprehension achievement. The purpose ofthe studv rvas to find out the answer

oi a cluestion: "Is there anv signilicant ditl'erence betu'een the reading

conrpreirension aclrievenrent of the students taught using vocabularv befbre

reatiing anci those taught using question belore reading?" The hl,pothesis \.!as then

put tbru'ard. There is a signiticant diftbrence bet*,een the readin-c comprehension

achier.ement of the students taught using vocabulary before reading and those

taught using question befbre readin_q.

A quasi e\perimental studf in intact classes w'as then carried out 81'

having the students of the third grade of SMPK St.Agnes year 2005/2006 as the

sample. the w.riter conducted a pretest-posttest two groups design in this st udl

The test used u;as in the tbrm of multiple choice coniprehension questions,

consisted of 30 numbers The result of the post-test was then anal-yzed b1'using

t-test formula to see rvhether there is any significant difference bet\'veen the

reading cornprehension achievement of the students taught using vocabularv

beibre reading and tirose raugirt using question betbre reading.

The data analvsis revealed that vocabularv befbre reading gave b,etter

eil'ect on the students' reading comprehension achievement. A tirrther analysis on

the str.rcients' abiiit-v in ansr.verin-9 diilerent kin<is ot comprehension question rvas

then conducted. The result of this analysis also supported that vocabulary before

reading gave better efl'ect on the students' ability in answ-ering diilerent kinrJs oi

comprehension (luestiolls,

As a conclusior.r. it can be pointed out that there is a significant difl'erence

between the reading comprehension achievements oi the stuclents taught using

vocabularv betbre reading and those taught using question befbre readinr3, in

rrJrich students tar-rght using vocabularv betbre reading got betier achievemenl.

The effects of vocabulary before reading and question before reading on the students' reading comprehension achievement - Widya Mandala Catholic University Surabaya Repository