ABSTRACT
Yani Lubis. 082188330110. The Effect of Teaching Strategies and Learning Style on Students’ Achievement in Reading Comprehension at Tarbiyah Faculty IAIN North Sumatra. A Thesis. English Applied Linguistic Study Program. State University of Medan. 2015
ABSTRAK
Yani Lubis. 082188330110. Pengaruh Strategi Pembelajaran dan Gaya Belajar terhadap Prestasi Mahasiswa pada Mata Kuliah Reading Comprehension pada Fakultas Tarbiyah IAIN sumatera Utara Medan. Thesis. Program Studi Linguistik Terapan Bahasa Inggris. Universitas Negeri Medan. 2015
ACKNOWLEDGEMENT
First of all, the writer would like to thank The Almighty Allah SWT for the blessing and kindness, so he was finally completed this thesis. In writing this thesis, he realizes than he has received many constructive suggestions and comments. Therefore, he would like to express his great thanks to those who have given guidance and supports during the completion of this thesis.
The writer wishes his deep gratitude to his Advisers, Prof. Dr. Busmin Gurning, M.Pd and Prof. Amrin Saragih, M.A., Ph.D, for their attention, guidance, and advice during the completion of this thesis. The writer also expresses his gratitude to Prof. Dr. Sumarsih, M.Pd., Dr. Didik Santoso, M. Pd, and Dr. Anni Holila Pulungan, M.Hum, for being their reviewers and examiners, for the valuable inputs to be included in this thesis. He also is in enormous intellectual debt to all lectures of English Applied Linguistics Study Program who have been their inspiration during the academic years and also during the completion of this thesis.
Special thanks are extended to Prof. Dr. Syafaruddin, M.Pd, the Dean of Tarbiyah Faculty and Teacher Training, for the permission to conduct the research and to the fourth grade students of class PBI-3 and PBI-4 of 2013/2014 academic year for the cooperation during the research.
Last but not least, he wishes to thank to all the English Applied Linguistics Study Program’s Students (LTBI INTAKE XV) who cannot be written one by one for their helping, suggestion and mutual supports during his study.
Medan, February 2015 The writer
Yani Lubis
TABLE OF CONTENTS
Pages
ABSTRACT .. ... i
ACKNOWLEDGEMENT ... ii
.. ... TABLE OF CONTENTS ... iv
LIST OF TABLES . ... ix
LIST OF FIGURES ... xi
LIST OF APPENDICES ... xii
CHAPTER I. INTRODUCTION ... ... 1
1.1 Background of Study ... ... 1
1.2 Identification of Study ... 5
1.3 Problem of Study ... 6
1.4 Objectives of Study... 6
1.5 Scope of Study ... 7
1.6 Operational Definition ... 7
1.7 Significance of Study ... 9
CHAPTER II. THEORETICAL REVIEW OF RELATED LITERATURE .. 10
2.1 Theoretical Framework ... 10
2.1.1 Students’ Achievement Reading Comprehension ... 10
2.1.2 Reading Comprehension ... 12
2.1.2.1 Genre ... 15
2.1.2.2 Comprehension Levels ... 17
2.1.3 Teaching Strategy ... 20
2.1.3.1 Directed Reading Thinking Activity (DRTA) .... 21
2.1.3.2 Individualization Strategy ... 23
2.1.4 Learning Style ... 25
2.1.4.1 Indicators of Extrovert and Introvert Learning Styles ... 29
2.2 Relevant Studies ... 30
2.3 Conceptual Framework ... 34
2.3.1The differences between the students’Achievement in Reading Comprehension Taught by using DRTA and Individualization Strategies ... 34
2.3.2 The Differences between Students’ Achievement Reading Comprehension who has Extrovert and Introvert Learner Learning Style and without Learning Style ... 38
2.3.3 The Interaction between the Teaching Strategies and Learning Style on the Students’ Reading Comprehension 40 2.4 Hypothesis of Study... 41
CHAPTER III. RESEARCH METHOD ... 43
3.1 Research Design ... 43
3.2 Population and Sample ... 44
3.3 Location of the Research ... 45
3.4 Instrument of Data Collection ... 45
3.5 Instrument Validation ... 46
3.5.2 Reliability ... 47
3.5.3 Result Test Instrument ... 47
3.6 The Procedure of the Study ... 49
3.6.1 Pre-Test ... 49
3.6.2 Teaching Presentation ... 49
3.6.3 Post-test ... 49
3.7 Technique of Analyzing Data ... 50
3.8 Statistical Hypotheses ... 51
CHAPTER IV. THE RESULT OF RESEARCH ... 52
4.1 Description of Data Result of Research ... 52
4.1.1 The Data of the Students’ Achievement in Reading Comprehension who Taught by Using DRTA Strategy . 52 4.1.2 The Data of the Students’ Achievement in Reading Comprehension who Taught by Using Individualization Strategy ... 54
4.1.3 The Data of the Students’ Achievement in Reading Comprehension who have Propensity Extrovert Learn- ing Style... 55
4.1.4 The Data of the Students’ Achievement in Reading Comprehension who have Propensity Introvert Learn- ing Style... 56
hension who Taught by Using DRTA Strategy and have
Propensity Introvert Learning Style ... 59
4.1.7 The Data of Students’ Achievement in Reading Compre- hension who Taught by Using Individualization Strategy and have Propensity Extrovert Learning Style ... 61
4.1.8 The Data of Research Result on the Students’ Achieve- ment in Reading Comprehension who Taught by Using Individualization Strategy and have Propensity Intro- vert Learning Style ... 62
4.2 Testing Requirement of Data Analysis ... 64
4.2.1 Normality Data Test ... 64
4.2.2 Variance Homogeneity Test ... 67
4.3 Hypotheses Test ... 69
4.3.1 The Students’ Achievement in Reading Comprehension who Taught by Using DRTA Strategy and Individuali- zation Strategy ... 70
4.3.2 The Differentiate between Students’ Achievement in Reading Comprehension who have Extrovert Learning Style and Introvert Learning Style Properties ... 71
4.3.3 The Interaction between Teaching Strategy and Learning Style on Students’ Achievement in Reading Compre- hension ... 71
Strategy is Significantly Affected by both Strategy ... 72
4.4.2 The Effect of Extrovert and Introvert Learning Styles on Students’ Achievement in Reading Comprehension . 74 4.4.3 The Interaction between DRTA and Individualization Strategies and Extrovert and Introvert Learning Styles on Students’ Achievement in Reading Comprehension . 76 4.5 The Limitation of the Research ... 78
CHAPTER V. CONCLUSIONS, IMPLICATIONS AND SUGGESTION ... 80
5.1 Conclusions ... 80
5.2 Implications ... 80
5.3 Suggestions ... 82
REFERENCES ... 83
LIST OF TABLES
Pages Table 1.1 The Students’ Score of Reading Comprehension at Fourth ...
Semester of PBI-1, 2, 3, 4, and 5 ... 2 Table 2.1 The Strength and Weakness between Directed Reading
Thinking Activity and Individualization Strategies ... 24 Table 2.2 Indicators of Extrovert and Introvert Learning Styles ... 29 Table 3.1 The Randomized Groups, ANOVA Design ... 43 Table 4.1 Frequency Distribution of the result of Students’ Achievement
in Reading Comprehension who Taught by using DRTA
Strategy ... 53 Table 4.2 The Frequency Distribution of the Result of Students’ Achie-
vement in Reading Comprehension who Taught by Using
Individualization Strategy ... 54 Table 4.3 Frequency Distribution of the Students’ Achievement in Read-
ing Comprehension who has Propensity Extrovert Learning
Style ... 55 Table 4.4 Frequency Distribution of the Students’ Achievement in Read-
ing Comprehension for the Students who has Propensity In-
trovert Learning Style ... 57 Table 4.5 Frequency Distribution of the Students’ Achievement in Read-
ing Comprehension for the Students who has Taught by Using
DRTA Strategy and have Propensity Extrovert Learning Style ... 58 Table 4.6 Frequency Distribution of the Students’ Achievement in Read-
ing Comprehension to the Students who has Taught by Using
DRTA Strategy and has Propensity Introvert Learning Style ... 60 Table 4.7 Frequency Distribution of the Students’ Achievement in Read-
ing who taught by using Individualization strategy and has
propensity extrovert learning style ... 61 Table 4.8 Frequency Distribution of the Students’ Achievement in Read-
ing Comprehension who Taught by Using Individualization
Strategy and has Propensity Introvert learning Style ... 63 Table 4.9 Normality Test Results Summary Data with Chi - Square
Learning Strategy Group... 68
Table 4.11 Print Out of Levene’s Test to Variant Homogeneity Test In
Learning Style Group ... 68 Table 4.12 Print Out of Levene’s Test to Variant Homogeneity Test In
LIST OF FIGURES
Pages Figure 4.1 Histogram of Students’ Achievement in reading Comprehension
taught by DRTA Strategy ... 53 Figure 4.2 Histogram of Students’ Achievement in reading Comprehension
Taught by Individualization Strategy ... 55 Figure 4.3 Histogram of the Students’Achievement in Reading Comprehen-
sion for the Students who has Propensity Extrovert Learning Style .... 56 Figure 4.4 The Histogram of Students’ Achievement in Reading Compre-
hension who have Propensity Introvert Learning Style ... 57 Figure 4.5 The Histogram of Students’ Achievement in Reading Compre-
hension who Taught by Using DRTA Strategy that have Ex-
trovert Learning Style ... 59 Figure 4.6 Histogram of the Students’ Achievement in Reading Compre-
hension on the Students who Taught by Using DRTA Strategy
and has Propensity Introvert Learning Style ... 60 Figure 4.7 Histogram of the Students’ Achievement in Reading Compre-
hension on the Students who Taught by Using Individualiza-
tion Strategy and has Propensity Extrovert Learning Style ... 62 Figure 4.8 Histogram of the Students’ Achievement in Reading Comprehen-
sion on the Students who Taught by Using Individualization
Strategy and has Propensity Introvert Learning Style ... 63 Figure 4.9 The Interaction between Teaching Strategy and Learning Style on
LIST OF APPENDICES
Appendix 1 : READING COMPREHENSION TEST
Appendix 2 : ANSWER KEYS AND EXPLANATIONS FOR SKILL SET ONE
Appendix 3 : QUESTIONNAIRE FOR EXTROVERT LEARNING STYLE
Appendix 4 : QUESTIONNAIRE FOR INTROVERT LEARNING STYLE... Appendix 5 : THE RESULT DATA TREATMENT OF RESEARCH
INSTRUMENT
Appendix 6 : RESEARCH INSTRUMENTS TRIAL Appendix 7 : RESEARCH DATA MASTER
Appendix 8 : DESCRIPTIVE STATISTIC CALCULATION BY USING SPSS 19 VERSION
Appendix 9 : DATA ANALYSIS TESTING REQUIREMENTS BY USING SPSS 19 VERSION
80 CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
5.1 Conclusions
Based on theoretical conceptual frame work, it is concluded that:
1. Students who had taught by using DRTA strategy has same achievement in reading comprehension with the students who taught by using Individualization strategy,
2. Students with extrovert learning style have higher achievement in reading comprehension when they taught by using DRTA strategy than they taught by using Individualization strategy. And the students with introvert learning style have higher achivement in reading comprehension when they taught by using individualization stratetegy than they taught by using DRTA strategy.
3. There is no a significant interaction between teaching strategies and learning style on students’ achievement in reading comprehension. Eventhough, Students’ achievement in reading comprehension is influenced by teaching strategy and learning style. Extrovert learning style students showed significant effect on their reading comprehension achievement if they were taught by using DRTA strategy. While introvert learning style students showed significant effect on their reading comprehension achievement if they were taught by using individualization strategy.
5.2 Implications
81 study has tested reading comprehension teaching strategies; they are Directed Reading Thinking Activity (DRTA) and Individualization. They are applied on extrovert and introvert learning styles students in order to know which teaching strategies are suitable for them in improving their achievement in reading comprehension.
The first result of this research reveals that achievement in reading comprehension of students taught by DRTA is same with students taught by Individualization. Thus it implies Reading Skills lecturer could apply both DRTA and Individualization strategies.
The second finding of this research reveals that reading comprehension achievement of extrovert learning style students is higher than reading comprehension achievement of introvert learning style when they taught by using DRTA. Therefore, the teacher should pay more attention to the students’ learning style so that the students can obtain better learning achievement, especially in reading comprehension.
82 up their achievement in reading comprehension when they taught by using individulaization strategy.
5.3 Suggestions
In connection with the conclusions, it is suggested that:
1. Reading Skills lecturers are recommended using DRTA and Individualization strategies in teaching reading comprehension since these two strategies can improve students’ achievement in reading comprehension.
2. For class dominated by extrovert learning style students, Reading Skills lecturers are recommended using DRTA strategy. For class dominated by introvert learning style students, Reading Skills lecturers are advisable using Individualization strategy, but on one condition, the classroom is classroom with small number of students.
83
REFERENCES
Adler, C.R. (Ed). 2001. Put Reading First: The Research Building Blocks for Teaching Children to Read, pp. 49-54. National Institute for Literacy. Retrieved Juny. 1, 2012
Arikunto, Suharsimi, 1998, Prosedur Penelitian Suatu Pendekatan Praktek, Cet. XI, Edisi Revisi IV, Rineka Cipta, Jakarta.
Ary Donald, 1985, Introduction to Research in Education. United States of America: CBS College Publishing.
Bennette, Joseph. 2001, A Course in Light Speed Reading A Return to Natural Intuitive Reading, Fifth Edition, 265 37th Ave SE.
Brown, D. H. (2004). Language Assessment: Principles and Classroom Practices. New York: Longman.
Caine, R. N., Caine,G. 1991. Making connection: Teaching and the human brain. Alexandria,VA: Association for Supervision and Curriculum Development.
Caldwell, Schudt, JoAnne. 2008, Reading Assessment A Primer for Teachers and Coaches, Second Edition, The Guilford Press, New York, USA.
Catherine, Snow E. 2002, Reading for understanding : Toward A Research And Development Program Inreading Comprehension, Science & Technology Policy Institute, RAND Education, Santa Monica.
Center, Yola. 2005, Beginning Reading : A Balanced Approach to Literacy Instruction During The First Three Years at School, Crows Nest NSW 2065 Australia, Printed by South Wind Production, Singapore.
Creswell, W. John, 2008, Educational Research Planning, Conducting, and Evaluation Quantitative and Qualitative Research, Third Edition, Pearson Education, Inc., New Jersey, Australia.
Daniel Muijs, 2004, Doing Quantitative Research in Education with SPSS, SAGE Publications, London.
Davenport, Thomas R., 2007, Mastering the SAT Critical Reading Test, Wiley Publishing, Inc., United States of America.
84
Routledge Taylor & Francis Group, London and New York.
Duke, N., & Pearson, P.D. 2002,. Effective Practices for Developing Reading Comprehension. In A. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (205-242). Newark, DE: International Reading Association.
Dunn, Rita & A. Griggs, Shirley, 1998, Multiculturalism And Learning StyleTeaching And Counseling Adolescents, Greenwood Publishing Group, Inc. Printed in the United States of America.
Fisher, Douglas and Ganske, Kathy. 2010, Comprehension Across the Curriculum Perspectives and Practices K–12, The Guilford PressNew York London. Gagne, R.M., Briggs, L.J. and Wager, W.W.,1992, Principles of Instructional
Design. Fort Worth: Harcourt Brace Jovanovich College Publishers.
Griggs, Shirley A., Dunn, Rita 2000, Practical Approaches To Using Learning Styles In Higher Education, Greenwood Publishing Group, Inc., Bergin & Garvey, 88 Post Road West, Westport, CT 06881, USA.
Hancke, Bob, 2009, Intelligent Research Design A Guide for Beginning Researchers in the Social Sciences, Oxford University Press, New York.
Homan, Susan P. and Mariotti , Shearer, Arleen. 2005, Reading Assessment To Instruction An Application Worktext For Elementary Classroom Teachers, Fourth Edition, Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey, London.
Hounsell, D. 2007, Balancing Assessment of and Assessment for Learning [Guides to Integrative Assessment No.2]. Gloucester: Quality Assurance Agency for Higher Education.
Johnson, Andrew P. 2008, Teaching Reading and Writing A Guidebook for Tutoring and Remediating Students, The Rowman & Littlefield Publishing Group, Inc., United Kingdom.
Katherine A. Dougherty Stahl, 2008, The Effects of Three Instructional Methods on the Reading Comprehension and Content Acquisition of Novice Readers, Journal of Literacy Research, 40:359–393, Routledge Taylor and Francis Group, New York University.
Keirsey D and Bates M., 1984, Please Understand Me , Gnosology
85
Linan-Thompson, Sylvia and Vaughn, Sharon. 2004, Research-Based Methods of Reading Instruction Grades-K3, ASCD, Alexandria, Virginia USA.
McClelland, James L. and Rumelhart, David E. 1981, Interactive Processes in Reading, Interactive Processing Through Spreading Activation, Lawrence Erlbaum Associates Publisher, Hillsdale, New Jersey.
Moreillon, Judi, 2007, Collaborative Strategies for Teaching Reading Comprehension Maximizing Your Impact, American Library Association, Chicago.
Nickols, Fred, 2010, Journal: Strategy: Definition and Meaning, Distance Consulting.
Pritchard, Alan, 2009, Ways of Learning Theories and Learning Styles in the Classroom, Second Edition, Routledge Taylor & Francis Group, London and New York.
Riffe, Daniel, 2005, Analyzing Media Messages, Using Quantitative Content Analysis in Research, Lawrence Erlbaum Associates, Publisher Mahwah, New Jersey, London.
Rost, M. 2002, Teaching and Researching Listening, Longman, London.
Sapsford, Roger and Jupp, Victor, 2006, Data Collection and Analysis, Second Edition, Sage Publication, London.
Schargel, F. P., & Smink, J. 2001. Strategies to Help Solve Our School Dropout Problem. Larchmont.
Showers, Beverly and Joyce, Bruce, 2002, Student Achievement Through Staff Development 3rd Edition, Association for Supervision and Curriculum Development Alexandria, VA USA.
Smith, Frank. 2004, Understanding Reading A Psycholinguistic Analysis of Reading and Learning to Read, Sixth Edition, New Jersey London, Lawrence Erlbaum Associates, Publishers.
Soffos, Carla and Dorn, Linda J. 2005, Teaching for Deep Comprehension: A Reading Workshop Approach, Stenhouse Publishers, Portland, Maine, USA.
86
Stone, Addison C And Silliman, Elaine R. 2007, Children’s Comprehension Problems in Oral and Written Language, A Cognitive Perspective, Challenges In Language And Literacy, Series Editors, The Guilford Press A Division of Guilford Publications, Inc. 72 Spring Street, New York, NY 10012.
Stone. Randy, 2009, Best Practices for Teaching Reading : What Award-Winning Classroom Teachers Do, California USA, Corwin Press Company Published.
Suhermansyah, 2012, Thesis, The Effect of Teaching Strategies and Intrinsic Motivation on the Students’ Achievement in Reading Comprehension, English Applied Linguistic Study Program. State University of Medan. Switzer, D. 2004, Individualized Instruction. In F. P. Schargel & J. Smink (Eds),
Helping students graduate: A Sstrategic Approach to Dropout Prevention (pp. 225-233). Larchmont.
Timothy, Rasinski and Brassell Danny. 2008, Comprehension That Works; Taking Students Beyond Ordinary Understanding to Deep Comprehension, Shell Education, Huntington Beach.
The International Reading Association, 2010, Standards For The Assessment Of
Reading And Writing, International Reading Association, Inc. and the National Council of Teachers of English, New York, USA.
Vargas, Julie S. 2009, Behavior Analysis for Effective Teaching, Routledge Taylor & Francis Group, London and New York.
Wainright,Gordon. 2007, How to Read Faster and Recall More, Learn the Art of Speed Reading with Maximum Recall, Third Edition, Published by How To Content, a division of How To Books Ltd, Spring Hill House, Oxford 0X5 1RX. United Kingdom.
Watkinson, Anne. 2010, The Essential Guide for New Teaching Assistants Assisting Learning and Supporting Teaching in the Classroom, Second Edition, Routledge Taylor & Francis Group, London and New York. Whiteley, Sean. 2004, Memletics Effective Speed Reading Course, Dramatically
Improve Reading Skills to Help You Succeed in today’s Fast-Paced World, Published by Advanogy.com.
87
Kizlik, Bob, 2013, Information about Strategic Teaching, Strategic Learning and Thinking Skills, Updated June 23, 2013, (http://www. adprima. com/ strategi.htm), (Accessed on December 10, 2013.)
Prem, Limbu: http://eprogressiveportfolio.blogspot.com/p/problem-soving-strategy.html, Accessed On February, 03, 2015
Rahmawati, Hanifa : https:// hanifarahmawati. wordpress.Com /2013/06/20/ definition-characteristics-example-of-narrative-descriptive-and-xpository-text/, Accessed, January 7, 2014.
