THE EFFECT OF TEACHING TECHNIQUES AND CURIOUSITY
LEVELS ON READING COMPREHENSION
A thesis
Submitted to the English Applied Linguistics Study Program In Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
SRI MURNIATI
Registration Number : 8106111032
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POST GRADUATE SCHOOL
STATE UNIVERSITY OF
MEDAN
ACKNOWLEDGEMENTS
First and foremost, a since gratitude to Allah SWT, for the blessing, Guidance, health and luck that has always been given to her to complete this project.
Next, she would like to express her thankfulness to Prof. Dr. Berlin Sibarani, M.Pd. her first Adviser, for his time, patience, kindness, and contribution, criticism, suggestion, and valuable comments in correcting her thesis and helping her in finishing it.
A very special appreciation is offered to Prof. Amrin Saragih, M.A, Ph.D. as her second Adviser, for her kindness, support, attention, and suggestion in completing this thesis.
A big thanks to Dr. Rahmad Husein, M.Ed., and Prof. Dr. Sri Minda Murni, M.S. as the Head and the secretary of English Applied linguistics Study Program of State university of Medan who have assisted me in processing all administrative requirements during the process of my studying this program. All lecturers who have shared expertise during the times of lecturing
Special thanks to board of examiners, Prof. Dr. Busmin Gurning, M. Pd., Prof. Dr. Sri Minda Murni, M.S., Dr. Anni Holila Pulungan, M.Hum., for every single detail of correction and criticism to construct this thesis near to ideal.
Her endless special gratitude is specially addressed to her beloved husband, Muhammad Taufan Rizka Lubis. S.T., for his full understanding, support and for being so good and countinous motivation.
Then thanks to classmates, friends and the writers mentioned in references of this thesis, they are highly appreciated for sharing wisdom through academic writing.
There is no anything that the writer can dedicate for expressing her thanks to all of the people for having helped her in finishing her thesis besides a little bit of writing on this page. Success and prosperity are the only hope that the writer can pray to God for all of them.
Medan, Januari 2016
The Writer,
Sri Murniati
ABSTRACT
Sri Murniati, Registration Number : 8106111032. The Effect of Teaching Techniques on Curiosity levels on Reading Comprehention. A Thesis. English Applied Linguistics Study Program, State Univesity of Medan. 2016
TABLE OF CONTENTS
1.5 The Significant of the Study...10
CHAPTER II. REVIEW OF RELATED LITERATURE 2.1 Reading Comprehension...11
2.5.2 The difference of students’ achievement in reading
3.5 Instruments of Data Collection ...71
3.5.1 Curiosity Questionnnaire...71
3.5.2 Reading Comprehention Test...72
3.6 Instrument Tryout of Data Collection...,,,,,.,....74
3.6.3 Difficulty Index of Reading Comprehension Test...75
3.7 Technique of Analyzing the Data...77
3.8 Statistical Hypothesis...77
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS 4.1 The Data Description...79
4.1.1 The Students’ Achievement in Reading Comprehension Taught by Using TBLT Strategy...80
4.2 Requirements of Data Analysis...96
4.2.1 Normality Test...96
4.2.2 Homogeneity Test...97
4.3 Hypotheses Testing...98
4.4 Research Findings...101
4.5 Discussion...102
4.6 Limitation of Research...105
CHAPTER V. CONCLUSION, IMPLICATIONS AND SUGGESTIONS 5.1 Conclusions...107
5.2 Implications...108
5.3 Suggestions...110
REFERENCES ...111
LIST OF FIGURES
FIGURES Page
1. The Students’Pretest Achievement in Reading Comprehension with Low
Coriousity...81 2. The Students’Postrest Achievement in Reading Comprehension with Low Coriousity Taught by Using TBLT Strategy...83
3. The Students’ Achievement in Reading Comprehension with High
Coriousity...85 4. The Students’Post Test Achievement in Reading Comprehension with High Coriusity Taught by using TBLT...86 5. The Improvement of Students’Reading Achievement ...87
6. The Students’Pretest Achievement in Reading Comprehension with Low
LIST OF TABLES
TABLE Page
1.1 Reading Comprehension Score of X Grade Students of SMA 8 Medan AcademiC Year
2012/2013...4
3.1 Factorial Design of the Study (2x2)...63
3.2 Specification of Students’ Curiosity...72
3.3 Specification of Reading Comprehension Test...73
4.1 Summary of Research Data Description...79
4.2 Frequency Distribution of the Students’ Pretest Achievement in Reading omprehension with Low Coriousity...80
4.3 Frequency Distribution of the Students’ Achievement in Reading Comprehension Taught by using TBLT strategy...82
4.4 Frequency Distribution of the Students’ Pre Test Achievement in Reading Comprehension with Low Coriousity ...84
4.5 Frequency Distribution of the Students’ Achievement in Reading Comprehension with High Coriousity Taught by using TBLT strategy...86
4.6. Students’ Achievement Taught by Using TBLT...87
4.7 Frequency Distribution of the Students’ Pretest Achievement in Reading Comprehension with Low Coriousity...88
4.8 Frequency Distribution of the Students’ Achievement in Reading Comprehension taught by using IBL strategy...90
4.9 Frequency Distribution of the Students’ Pre Test Achievement in Reading Comprehension with Low Coriousity...92
4.11. Students’ Achievement Taught by Using IBL...95
4.12 Summary on the Result of Normality Test...97
4.13 Result of Homogeneity...98
4.14 Table ANOVA with Factorial Design 2x2...98
LIST OF APPENDIXES
APPENDIX Page
A. Curiousity Questionnaire...116
B. The Calculation of Curiousity Questionnaire...117
C. Description of Students’ Score on Curiousity Questionnaire...118
D. Computation of Validity of Curiousity Questionnaire...119
E. Description of Students’ Achievement on Each Group...122
F. Computation of Validity of Reading Comprehension Test...124
G. Description of Research Data...127
H. Requirements of Data Analysis...146
I. Homogeneity Test...151
J. Hypotheses Testing...155
K. Reading Comprehension Test...160
L. Lesson Plan Using Task-Based Language Teaching...171
CHAPTER I
INTRODUCTION
1.1The Background of the Study
English has attained increasing importance through out the world in general and in Indonesia in particular. Language is not only used for daily conversation but also used in education, research and science both spoken and written. Considering those function of language, people study language both formal or in class and informal or outside the class. It is important for us to learn language especially English since it is used as a means of communication among nation in the world. Consequently, parents and educators have begun to be concerned about their children’s low level in English, and have begun to look for solutions to this problem (Amara and Marai, 2002).
Although English is not the largest number of native or 'first' language speakers, it is widely used by many people all over the world as their 'second' language (Harmer, 2001: 1-2). In this globalization era, Indonesian people in their daily life will frequently use English. Besides they can communicate with many people from others countries, they can use English to cover the limitation vocabulary in Indonesian language. Actually, Indonesian people have learned some English words subconsciously.
Other advantages of learning English are that we will know the development of knowledge, science and technology because most of books, articles, journals of science are written in English. Because those advantages, Indonesian government has already involved English into some official launched curriculum such as competence-based curriculum, school-based curriculum, and the latest one; curriculum 2013. English has been taught formally since Junior High School and as a local content English has been taught in Elementary School starting from grade four.
Reading is a complex activity deploying a large number of separateactions. One should use the understanding and imagination, observing, andre membering. We cannot read without moving the eyes or using our minds. Comprehension and reading speed become very dependent onproficiency in performing all the necessary organs for it (Soedarso, 1988:4). Reading iscentral to the learning process. By reading activity, people may gain important information that is not presented by teachers in the classroom.
According to cognitive psychology and schema theory, the readeris an active participant who has an important interpretive function in the reading process. Readers construct a meaning they can create from a text,so that "what a text means" can differ from reader to reader. Readers construct meaning based not only on the visual cues in the text (the wordsand format of the page itself) but also based on non-visual information such as all the knowledge readers already have in their heads about the world, their experience with reading as an activity, and, especially, whatthey know about reading different kinds of writing.
that people do not ask about the teacher features. With the trust given by society, then on the shoulders of teachers are given tasks and heavy responsibilities (SyaifulBahriDjamarah, 2005: 31).
One of the most difficult tasks of a language teacher in the context of teaching English as a foreign language is to foster attitude toward reading. It is caused by the limited time and other constraints they face during the teaching and learning process. Teachers are often unable to encourage students to find entertaining and interesting information inreading materials. Therefore it often creates a negative mind-set instudents who consider the effort to interact with reading materials as anunattractive activity compared to the process they may get from visual electronic media.
However, reading programs may help students develop their language skills necessary for success. But it is hard to implement aneffective reading program, especially in countries where English is treatedas foreign language. The success of implementing reading programs willdepend on the students’ interest. Since the beginning of reading material, reading must be comprehensive and meaningful. That is the teaching ofearly reading; children should be given material in a complete form, suchas stories and poems (John W. Santrock, 2008:424).
In relation to reading, the survey research administered by National Education Department of Republic of Indonesia showed surprising results.It is proved that reading comprehension competence of Senior High School. Almost 76.95% of students were unable touse dictionary. Among those who were able to use dictionary, there wereonly about 5% can search words in Indonesian Dictionary systematically (SyahMuhibbin, 1995: 34).
students’ achievement. This condition is line with the statements delivered by the principal of the school. Even most of the students do not have high curiosity to get involved within the teaching and learning activities. It is shown from their passing grade in English that are below minimum passing grade required by the curriculum. As a more intensive observation under taken, the problem is mostly in reading comprehension. Students are unable to comprehend the reading materials in the text. Therefore their understanding on material taught is quite poor. For more detail, data can be seen in the following table 1.2.
Table 1.1 Reading Comprehension Score of X Grade Students of SMA 8 Medan Academic Year 2012/2013
Semester Average Score of Language Skills
Listening Speaking Reading Writing
First 60 60 58 65
Second 62 65 60 67
(Source: Semester Scores in SMA Negeri 8 Medan Academic Year 2012/2013) Based on the curriculum, one of purpose of learning reading inSenior High School at the grade ten is to develop the ability to communicate in English verbally or written, so the students have ability toread the written text correctly (Kurikulum Depdiknas, 2004: 28).
Generally, not all schools can easilyachieve the goal of learning reading in accordance with that state in thecurriculum. Each of schools find the different obstacles in achieve thatpurpose. By considering the difficulties encountered and the solutions needed, the researcher thinks that there should be efforts to improve the effectiveness and efficiency in learning reading.
being taught. Usually students will have an idea when they connect language learning with the surrounding condition and their experiences.
Based on the fact above, it is necessary for language teachers to foster reading on their students. It may be done by selecting proper materials to the students. The reading programs may be useless if it is not done properly. Teachers should select reading materials that are relevant tothe students’ needs and interests. Teacher should also select methods thatare fun
for to the students, because selecting the wrong method will hinder the achievement of learning objectives (Djamarah, 2003: 223).
Teaching and learning process of English in Senior High School mostly emphasize reading, writing, listening and reading integratedly. Besides those four language skills in teaching English such language components as vocabulary, structure, spelling etc must also be paid attention to. The competence standard should be mastered by SMA students in reading is to understand various meaning in written texts. The competence covers interpersonal, ideational, and textual meaning (Depdiknas, 2004: 16). It means that the students should master the above meanings in written texts.
Therefore one of the ways, in order to make the teaching learning process effective, the teacher has to have a good classroom management which can stimulate the students to be active in following the system of the teaching learning process. And one way to realize it is by making the teacher know and understand the technique of teaching English. The teacher should be able to choose the appropriate technique of teaching English for students.
The class atmosphere must be planned so that students get the opportunity to interact each other. In this interaction students will enjoy learning process. If the class atmosphere is full of the competition, negative attitude and relationship will be formed and disturb students' support. This atmosphere will disturb the knowledge form actively. That is why, a teacher must create the class atmosphere in such a way that the students cooperate with each other. Thus, in this study the writer chooses task-based language teaching (TBLT), inquiry-based learning (IBL), and Curiosity level as the alternative ways to create an active teaching learning process. Further, TBLT, IBL, and curiosity level are proposed to enhance the reading ability of EFL learners.
TBLT refers to teaching a second/foreign language that seeks to engage learners in interactionally authentic language use by having them perform a series of tasks. It aims to both enable learners to acquire new linguistic knowledge and to procedurize their existing knowledge. According to Ellis (2003), the main characteristics of TBLT are the following; (a) 'natural' or 'naturalistic' use of language, (b) learners- cantered rather than teacher controlled learning, (c) focus on form (attention to form occurs within the context of performing the task; intervention while retaining 'naturalness'), (d) tasks serve as the means for achieving natural use of language, and (e) traditional approaches are ineffective.
of tasks has received further support from some researchers in second language acquisition who are interested in developing pedagogical application of second language acquisition theory (e.g., Long and Crookes, 1991).
On the other hand, inquiry-based learning (IBL)is a natural human activity in which the learner obtains meaning from experience. Traditionally, inquiry has been most readily associated with the sciences, yet it has been employed in many other fields of study as well (Martinello, 1998). John-Steiner (1985) showed how creative people in the arts and sciences recall their ways of thinking. Whether implicit or implied, specific or general, all inquiries are driven by questions, issues, and wonderings. Over the past century, it has been implemented as a useful and definite approach to teaching and learning.
Despite of teaching techniques aspects above, another aspects that influence of reading comprehension is the student own personality. One of the student personalities that includes and related in learning process is curiosity. Curiosity is defined as a desire for new information aroused when a person becomes aware of uncertainty in the environment of novel, complex, and/or ambiguous stimuli that can lead to exploration and learning. It may be moderated by both personal and contextual/situational factors.
Interest in human curiosity has increased during the last decade "because of the recognition of its relationship to creativity and problem solving. Current literature abounds in articles dealing with the value of curiosity. Curiosity and how it may he fostered is a common topic of concern when educators convene.
Nevertheless, the emphasis in the schools is on teaching knowledge only rather than on helping children develop curiosity. It would seem that since much learning is acquired through reading, a major emphasis upon the child's moves to be curious should be during his classes in reading instruction. The teacher should strive for some transfer to reading in the content areas and in recreational reading.All too often the questioning patterns used by teachers – while they are directing reading require students only to remember, and practically no teachers fully utilize the full range of questions that require students to use ideas.
Schools do not usually teach the art of questioning, but expect students to develop skill in answering questions that they didn't ask. We need to help students to ask better questions—more profound, more provocative, more worthy of study.All the background as mentioned above, it is interesting to analyze the significance effect of TBLT, IBL, and curiosity level on students’ reading achievement.
1.2The Problems of the Study
The present study will be attempted to answer the following questions:
1.Is the students’ achievement in reading comprehension taught by using task-based language teaching significantly higher than by using inquiry based learning?
2. Is the students’ achievement in reading comprehension with high curiosity higher than that with low curiosity?
3. Is there any interaction between teaching techniques and curiosity on students’ reading achievement in reading comprehension?
In line with the problems of the study, the objectives of the research are to discover the questions that stated above, they are listed as follows:
1. To find out whether students’ achievement in reading comprehension that will be taught by using task-based language teaching will significantly be higher than by using inquiry based learning.
2. To find out whetherthe students’ achievement in reading comprehension that will have high curiosity will be higher than that will have low curiosity.
3. To find out whether there is interaction between teaching techniques and curiosity on students’ reading achievement in reading comprehension.
1.3 The Scope of the Study
There are many techniques teachers can demonstrate in increasing students’
achievement in English especially in reading comprehension. This study focuses on two teaching techniques; task-based language teaching and inquiry based learning. In line with this, the curiosity of students will be also investigated. By knowing high and low curiosity of students, this study will be expected to give clearer description on the effect of teaching techniques and curiosity on students’ achievement in reading comprehension.
1.4 The Significance of the Study
Through this research, it is expected that the effects of TBLT, IBL, and curiosity level will be valuable both theoretically and practically for English teachers and learners.
Theoretically, the result of the result of the research will add to what has been found in the field of teaching English as a foreign language, especially reading comprehension.
2. Practical Significance
CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTION
5.1 Conclusions
Based on the data analysis and hypotheses testing, it is concluded:
1. Students' achievement in reading comprehension that was taught by task-based language teaching technique is significantly higher than that was taught by inquiry-based leaning technique.
2. Students' achievement in reading comprehension with high curiosity higher than that have low curiosity .
5.2 Implications
The findings of this study give implication to English teachers and students who want to improve their achievement in reading comprehension. This study has tested reading comprehension teaching techniques; they are Task-based Language Teaching and Inquiry-based Learning Technique. They were applied on high curiosity students and low curiosity students in order to know which teaching techniques are suitable for them in improving their achievement in reading comprehension.
The first result of this study showed that students' achievement in reading comprehension taught by using Task-based Language Teaching is higher than students' achievement in reading comprehension taught by using Inquiry-based Learning Technique because it provides students with the ability to read and learn to apply practice of good readers, and learn to carefully observe, listen, communicate and participate. Through Task-based Language Teaching students is guided to be independent learner and given freedom to improve and develop their ability. The teacher only gives direction by using some steps and students themselves develop their mind and hoped the students can understand all the information since learning process rather than memorization.
teachers can decide which teaching techniques is suitable to applied for students. Many students need or expect the teacher to inspire, challenge, and stimulate them to more understand the materials. Effective learning in the classroom depends on the teachers' ability to maintain the interest that brought students to the course.
5.3 Suggestions
In connection with the conclusions, some suggested stated as follows: 1. English teachers are recommended using Task-based Language Teaching
and Inquiry-based Learning Technique in reading comprehension since both strategies can improve students' achievement in reading comprehension.
2. English teachers should encourage low curiosity students to participate in study English in order to get better achievement in reading comprehension.
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