THE EFFECT OF APPLYING EXPERIENCE TEXT
RELATIONSHIP METHOD ON
STUDENTS’
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 :
MARDIA PITALOKA SARAGIH
REG. NO. 2103121028
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
DECLARATION
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words and has not previously been submitted for
assessment. I understand that this thesis may be screened electronically or
otherwise for plagiarism.
Medan, September 2014
ii
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to Allah
SWT and his prophet Muhammad SAW for their uncountable blessing, loves,
opportunity and strength given to the writer during her study and in completing this thesis which entitled: The effect of applying Experience Text Relationship method on students’ achievement in reading comprehension. This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems and she had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express her gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University
of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department. Rika, S.Pd.,M.Hum., the Secretary of English Department, Dra. Meisuri, MA., the Head of English Non Educational Program,
Faculty of Languagaes and Arts, State University of Medan. Panggabean, S.Pd., the English teacher of SMA Swasta Abdi Negara
Binjai, for their permission and opportunities in allowing the writer to do observation and to collect data.
Muhammad Arifin Saragih and Sutarsih, her beloved parents, for
their endless love, prayers, financial, and moral support.
M. Nasir Saragih, Zulfansyah Saragih, Arif Herningsih Saragih, Apriyanti Saragih, Pintaria Saragih, Kamalia Saragih, Siti Mai Sarah Saragih, and Vinalia Saragih, her beloved brothers and sisters
who had given their love, advices, and support to the writer, and also
iii
Her bestfriends in Reguler Dik. C’ 2010, her great class for the love
and togetherness throughout four years, especially Fathur Rizqi
Arifyani S.Pd, Mayasari Sipahutar, Sulistya Ningsih, Harnoi Asrin Lumban Gaol S.Pd, Saidatul Hanim and Siti Hajar.
Her bestfriends in PPLT SMPN 3 Perbaungan for many experiencies and togetherness, and also her bestfriends Rapicha
Haris and Putri Nurul Rahmadani Siregar.
Medan, September 2014 The writer,
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CHAPTER II REVIEW OF LITERATURE ... 7
A. Theoritical Framework ... 7
1. Achievement... 7
2. Reading ... 7
3. The Purpose of Reading ... 9
4. Reading Comprehension ... 10
a. Factors Affecting Reading Comprehension ... 12
b. Levels of Reading Comprehension ... 13
c. Assessment of Reading Comprehension ... 15
5. Genre ... 17
6. Narrative Text ... 20
a. Social Function ... 21
b. Generic Structure ... 21
c. Language Features ... 21
d. The Example of Narrative Text ... 22
7. Teaching Reading Comprehension ... 23
8. Experience Text Relationship Method ... 25
a. The Nature of ETR Method ... 25
b. The Application of ETR Method ... 28
c. The Benefits of ETR Method ... 29
9. Conventional Method (Leture Method) ... 29
B. The Relevant Studies ... 30
C. Conceptual Framework ... 31
D. Hypothesis ... 32
CHAPTER III RESEARCH METHOD ... 34
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B. Population and Sample ... 35
1. Population ... 35
2. Sample ... 36
C. The Instrument of Collecting Data ... 36
D. The Procedure of The Test ... 37
1. Pre-test ... 37
2. Treatment ... 37
3. Post-test ... 39
E. Scoring of Reading Test ... 40
F. The Validity and Reliability of the Test ... 40
1. Validity of the Test ... 40
2. Reliability of the Test ... 41
G. The Technique of Analyzing Data ... 42
CHAPTER IV THE DATA AND DATA ANALYSIS ... 44
A. The Data ... 44
B. Data Analysis ... 45
1. Testing Reliability of the test ... 45
2. Analyzing the Data Using t-test ... 46
C. Testing Hypothesis ... 47
D. Research Findings ... 48
CHAPTER V CONCLUSION AND SUGGESTIONS ... 49
A. Conclusion ... 49
B. Suggestions ... 49
REFERENCES ... 50
vi
LIST OF TABLES
Page
Table 1.1 The Students’ Reading Score ... 3
Table 3.1 Research Design ... 34
Table 3.2 Number of Population ... 35
Table 3.3 Number of Sample ... 36
Table 3.4 Scenario for Teaching Experimental Group ... 38
Table 3.5 Scenario for Teaching Control Group ... 39
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LIST OF APPENDIXES
Page
APPENDIX A. The Score of the Pre-Test and Post-Test of
Experimental Group ... 53
APPENDIX B. The Score of the Pre-Test and Post-Test of Control Group ... 54
APPENDIX C. The Calculation of the Reliability of the Test ... 55
APPENDIX D. The Calculation of the T-test ... 57
APPENDIX E. Table of Distribution T ... 61
APPENDIX F. Lesson Plan ... 62
APPENDIX G. Reading Comprehension Test... 93
APPENDIX H. The Key Answer ... 100
1
CHAPTER 1
INTRODUCTION
A. The Background of the Study
English is learned in all levels of education, from the elementary school up
to the level of university. Based on the syllabus of senior high school the students
are expected to be able in mastering the four language skills in English subject,
namely: listening, speaking, reading, and writing. And this study will be focused
on reading skill.
Reading is one of the most important skill that we have to learned in order
to mastering English. Reading is the ability to draw meaning from the printed
page and interpret this information appropriately (Grabe and Stoller, 2002:9).
Reading is an active process. It is caused by while reading, the readers construct a
meaning based on the reader’s prior knowledge. In order to achieve that goals, the
comprehension is needed.
Reading comprehension is as the process of simultaneously extracting and
constructing meaning through interaction and involvement with written language.
(Snow, 2002:9). Reading comprehension means how the reader can find out the
message and comprehend the text well. So, the teacher is not only teach the
students how to read, but how to comprehend and find out the meaning from the
text.
In reading comprehension, there are four levels of comprehension: Literal
comprehension, interpretative comprehension, critical comprehension, and
2
difficulties for the students. The lowest level of comprehension is in the literal
comprehension, meanwhile the highest level of comprehension is in creative
comprehension.
According to Education Unit Curriculum or Kurikulum Tingkat Satuan
Pendidikan (KTSP) of Indonesia, students have to comprehend the information
from the text. That is why teach reading is a big responsibility for the teacher
nowadays, because the governments use reading to assess the students’ ability in
English which implicated in national examination. In the national examination
2013, the reading text for senior high school consists of 35 questions from the 50
questions tested.
Harmer (2003:208) states that students sometimes have low expectation
in reading comprehension. They consider that is difficult to comprehend the
content of the text, and they feel bored and it reduces the motivate of students. It
is caused by some factors, they are: the difficulties of certain words, and they got
difficulties to convey the meanings to the whole paragraph, and also the topic is
not interest, and the less of concentration.
Based on the writer’s observation in the tenth grade of SMA Swasta Abdi
Negara Binjai, the writer found the data of reading test from the first and the
second semesters in academic year 2012/2013 through interviewing the English
teacher Erna Lasmaida Panggabean, S. Pd. She said that many students could not
pass the Minimal Completeness Criterion (Kriteria Ketuntasan Minimal) which is
3
Table. 1.1 The Tenth Grade Students’ Scores of Reading Tests in the Two Last Semesters.
Semester Score Students Percentage
1st Semester 2012/2013 <75 25 71%
≥75 10 29%
2nd Semester 2012/2013 <75 22 63%
≥75 13 37%
Based on the data above, the writer concluded that teaching students to read
is not an easy thing. Most of the students have known how to pronounce the word,
but they don’t understand the meaning. Then, they try to look up the meaning of
the difficults word from dictionary, but they got difficulties to convey the
meanings to the whole paragraph. So, they considered reading a text was not
interesting activity in learning English. This condition affects the students’
achievement in reading a text.
Thus, in order to solve this problem, it is necessary to find an interesting
way or method to improve student’s reading comprehension. There are some
methods to improve students reading comprehension, and the writer finds a good
method that can be applied, and it is named Experince Text Relationship (ETR)
method.
ETR Method is one kind of metacognitive strategies. It is one of the
best methods in teaching reading comprehension. This ETR method can help the
students to activate their background of knowledge in drawing the meaning of a
text or story. Then, related it to the new information that they’ve got from the text
after reading process. According to Lawrence (2007), the ETR approach has three
basic steps: Experience, Text and Relationship. In the experience part of the
4
knowledge they have regarding some aspect related to the story. The teacher
continuously adds to the discussion by questioning the children. This helps to
create a motivating reading environment. After the experience part of the
approach, the teacher instructs the children to read short parts of the text,
frequently monitoring comprehension by questioning them. In the final section of
the sequence, the teacher relates what was discussed during the text sequence with
their prior knowledge. So, by applying this method, the students are guided to be
active and can comprehend the text.
There are some effectiveness by applying Experience Text Relationship
method. This method gives the passive learners the tools to make a guess. This
method also appropriate for students who need assistance in bringing their
background knowledge to the text. It is especially useful for multiculture students
who experience a gap between the way they talk about their experiences and the
way an author describes those same experiences. This method helps these students
relate their own language and experiences to the text. By applying this method
The student can express what he knows, make a prediction, and with teacher
assistance the student can see the relationship between his experience and what
the text says.
This research of Experience Text Relationship has done by Sari (2013)
who conducted research in Madrasah Aliyah Swasta PPM Babussalam, Tanjung
Pura. The sample was 50% of the tenth grade students in that school. The result of
the research showed that ETR affect on student’s reading comprehension. And
5
VIII5 found that ETR also affect on student’s reading comprehension. The genre
that has been used was narrative. Moreover, Oktarina (2013) who conducted a
research in Narrative and Report Text in class XI IPS SMA Negeri 9 Padang also
found that ETR gave an effect on student’s reading comprehension.
Therefore, the writer interests to conduct a research about “The Effect Of
Applying Experience Text Relationship (ETR) Method On Students Achievement
in Reading Comprehension”. The writer hopes this study will be useful for teacher
as a guidance in using method which give an effect on students reading
comprehension. And also it will be useful as a contribution for many people, and
students to enrich their knowledge.
B. The Problem of The Study
In line with the background of the study, the research problem is formulated
as follows: “Is There Any Significant Effect Of Applying Experience Text
Relationship (ETR) Method On The Students’ Achievement In Reading
Comprehension in SMA Swasta Abdi Negara Binjai?”
C. The Objective of the Study
Parallel with the research problem, the objective of the study is to find out
the effect of applying Experience Text Relationship (ETR) method on the
6
D. The Scope of The Study
This study focuses on identifying the effect of applying Experience Text
Relationship (ETR) method on students’ reading comprehension. In this study, the
form of the text are limited, namely narrative. The purpose of narrative text is to
entertain the readers, so the students will be interest to discuss about this topic.
And the levels of reading comprehension are literal, interpretative, and critical
reading.
E. The significance of the Study
This research findings are expected to be useful in theoretically and
practically.
1. Theoretically, it can be as a reference for those who are interested in
doing the related study, especially in reading comprehension. They have
an understanding about the concept of ETR method
2. Practically, this study is useful for those who want to apply ETR method
in reading comprehension.
1) The teachers who improve their ability in teaching reading
comprehension by applying ETR (Experience Text Relationship)
method.
2) The students who want to improve their skill and stimulate them to
improve their ability in reading comprehension.
3) The readers to update their information or knowledge about how to
49
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis, it can be concluded that the using of Experience
Text Relationship method significantly affects on the students’ achievement in
reading comprehension. . It can be seen from the data which had obtained in the
post-test of experimental group were: the total score was 2136 and the mean score
was 71.2, while the data in control group were: the total score was 1785 and the
mean score was 59.5. Thus, the students’ score in experimental group was higher
than the students’ score in control group. The calculation of the data in the testing
hypothesis showed that t-observed (3,78) was higher than t-table (2.0017), it
means that the alternative hypothesis (Ha) is acceptable.
B. Suggestion
Based on the finding, it is suggested that English teacher should use ETR
method in teaching reading comprehension because it helps the students relate
their own language and experiences to the text. By applying this method the
student can express what he knows, make a prediction, and with teacher assistance
the student can see the relationship between his experience and what the text says.
And also it is suggested to the English teachers should be able to make some
variations in teaching reading comprehension which is appropriate with the ability
of the students so that they can explore their ideas totally. Then, students are
50
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