IMPROVING STUDENTS’ ABILITY TO READ NARRATIVE TEXT USING VIDEO THROUGH SQ3R (SURVEY, QUESTION, READ,
RECITE, AND REVIEW) METHOD
(A Classroom Action Research at the Tenth Grade Students of MANU/ Nahdlatul Ulama Islamic School Gondang, Sragen in the academic Year of
2013/2014)
Arranged by: Panji Alen Syahputra
X2211037
A THESIS
Submitted to the Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements to
Obtain the Undergraduate Degree of Education
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY SURAKARTA
ABSTRACT
Panji Alen Syahputra. X2211037, “IMPROVING STUDENTS’ ABILITY TO READ NARRATIVE TEXT USING VIDEO THROUGH SQ3R (SURVEY, QUESTION, READ, RECITE, AND REVIEW) METHOD (A Classroom Action Research at the Tenth Grade Students of MANU/ Nahdlatul Ulama Islamic School Gondang, Sragen in the academic Year of 2013/2014)”. A thesis. Surakarta: Teacher Training and Education Faculty. Sebelas Maret University, Surakarta, 2014.
The objectives of the research are: (1) to identify whether and to what extent the use of videos and SQ3R method improve the students’ ability in reading narrative text; and (2) to describe the class climate when videos and SQ3R method are implemented in the reading class.
The research is carried out at MA NU Gondang, Sragen. It is conducted from January 10th until February 7th 2014. The subject of the research is the students of class XB of MA NU Gondang, Sragen in the academic year of 2013/2014. The research is conducted in two cycles, in which in the first cycle there are four meetings and in the second cycle are three meetings. It emphazises on the use of videos as the medium and SQ3R as the method for teaching reading.
There are two kinds of data: qualitative data and quantitative data. The qualitative data are collected through observation, interview, and questionnaire. The quantitative data are collected using test. Those qualitative datas were analyzed through get to know the data, focus the analysis, categorize information, identify patterns, connection within and between categories, and interpretation. Meanwhile, the quantitative data were analyzed by calculating the mean score of pre-test, post-test 1 and post-test 2 by using descriptive statistics.
The research findings show that the use of video through SQ3R method can enhance the students’ reading comprehension and lead the class climate of reading class better than the situation prior to the research implementation. The improvement of students’ reading skill includes: (1) the students are able to find main ideas from the text; (2) the students are able to find detail information in the text; (3) the students are able to find the meaning of difficult words in the text; (4) the students are able to identify reference in the text; (5) the students are able to identify purpose of the text. The class climate also improves: (1) the students are active and creative, they pay attention to the teacher’s explanation; (2) the students do not mind their personal businesses anymore; (3) the students are more active to participate in presentation and share their ideas through small group discussion; (4) the students are interested in the lesson, they take part in all activities and keep focus in the lesson. In addition, the students’ mean score also improved which can be seen from their reading mean score of pre-test, post test in cycle 1, and cycle 2, that is 57.50, 70.50, and 78.75, the last mean score is higher than KKM which is 75.00.
Finally, it can be concluded that the use of videos through SQ3R method can improve the students’ reading skill and the class climate.
MOTTO
“Being yourself is not easy to do, but it will help you to lead yourself.”
DEDICATION
This thesis is proudly dedicated to:
My beloved father and mother
My beloved brother and sister
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin. Praise be to Allah SWT who has given His
blessing to me so that I can complete the writing of this thesis. In this occasion, I
would like to express my deepest gratitude and appreciation to the following:
1. Prof. Dr. M. Furqon Hidayatullah, M.Pd. the Dean of Teacher Training
and Education Faculty, for his approval of this thesis.
2. Dr. Muhammad Rohmadi, M.Hum., the Head of the Art and Language
Education, and Endang Setyaningsih, S.Pd. M.Hum, the Head of English
Department of Teacher Training and Education Faculty, for their advice
and their approval of this thesis.
3. Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., the first consultant and Drs.
Muh. Asrori, M.Pd., the second consultant for thesis guidance and
patience during the process of writing this thesis. The readiness in helping
me when they were very busy with their task from institution was really
invaluable, I believe that without their guidance, support, and supervision,
I cannot finish his thesis.
4. Muhammad Shobirin, S.H., M.Pd.I. the headmaster of MA NU Gondang,
Sragen who had given the permission to carry out the research.
5. Wiyono, S.Ag. the English teacher of MA NU Gondang, Sragen who has
helped me to do the research.
6. The XB students of MA NU Gondang, Sragen who have participated well
during the research.
Although this thesis has been printed, I accept every comments and
suggestions. Finally, I expect that this thesis will be beneficial for those who read
it.
Surakarta, April 2014
TABLE OF CONTENTS
TITLE ... i
ABSTRACT ... ii
THE APPROVAL OF THE CONSULTANTS ... iii
THE APPROVAL OF THE EXAMINERS ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOLEDGEMENT ... vii
TABLE OF CONTENTS ... viii
LIST OF TABLES ... xi
LIST OF FIGURES ... xii
LIST OF ABBREVIATION ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. Problems Statements ... 4
C. The Objectives of the Study ... 4
D. The Benefits of the Study ... 4
CHAPTER II LITERATURE REVIEW ... 6
A. Review on Reading Comprehension ... 6
1. The Definition of Reading ... 6
2. The Definition of Reading Comprehension ... 7
3. Purpose of Reading ... 7
4. Models of Reading ... 8
5. Micro and Macro Skills of Reading ... 9
6. Level of Reading Comprehension ... 10
7. Factors Interfering Reading Comprehension ... 11
8. Strategies for Reading Comprehension ... 12
1. The Definition of Narrative text... 13
2. Teaching Reading of a Narrative text ... 16
C. Review on Video ... 17
1. The Definition of Video ... 17
2. The Benefits of Using Video ... 17
D. Review of SQ3R Method ... 19
1. The Nature of SQ3R Method ... 19
2. The Effectiveness of Using SQ3R Method In Reading Class ... 21
E. Review of Related Research ... 22
F. Rationale ... 24
CHAPTER III RESEARCH METHODS ... 26
A. Context of the Research ... 26
B. Research Method ... 27
C. Techniques of Collecting Data ... 30
D. Instruments ... 31
E. Techniques of Analyzing Data ... 32
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 36
A. Introduction ... 36
B. Pre-research ... 38
C. Implementation of the Research ... 40
1. Cycle 1 ... 40
a. Planning ... 40
b. Acting ... 41
c. Observing ... 44
d. Reflecting to the action ... 47
e. Revising the plan... 49
a. Planning ... 49
b. Acting ... 50
c. Observing ... 52
d. Reflecting to the action ... 54
D. Research Finding ... 56
1. The Improvement of the Students’ Reading Skill... 59
2. The Improvement of the Class Climate ... 62
E. Discussion ... 62
1. Implementation of Video through SQ3R Method can Enhance the Students’ Reading Comprehension ... 62
2. Implementation of Video through SQ3R Method Refines the Class Climate ... 63
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION .... 65
A. Conclusion ... 65
B. Implication ... 66
C. Suggestion ... 66
BIBLIOGRAPHY ... 68
LIST OF TABLES
Table 3.1 Research Schedule ... 27
Table 4.1 the research procedure ... 37
Table 4.2 Pre-test average score ... 39
Table 4.3 Mean score of each reading indicator in pre-test ... 39
Table 4.4 the result of the pre-test and post-test 1 ... 45
Table 4.5 Post Test Score of Cycle 1 ... 47
Table 4.6 the result of the pre-test, post-test 1, and post-test 2 ... 52
Table 4.7 Post Test Score of Cycle 2 ... 54
Table 4.8 The students’ progress during cycle II ... 55
Table 4.9 the improvement of reading skill and class climate ... 56
LIST OF FIGURES
LIST OF ABBREVIATION
KTSP : Kurrikulum Tingkat Satuan Pendidikan
MA : Madrasah Aliyah
SMA : Sekolah Menengah Atas
Depdiknas : Departemen Pendidikan Nasional
ICT : Informa tion a nd Communica tion Technology
LCD : Liquid Crysta l Displa y
CAR : Classroom Action Research
LIST OF APPENDICES
Appendix 01 : List of students’ name at XB ... 71
Appendix 02 : Transcript of pre research interview with the teacher ... 72
Appendix 03 : Transcript of pre research interview with the student ... 74
Appendix 04 : The example of pre-research questionnaire ... 76
Appendix 05 : The result of pre-research questionnaire ... 77
Appendix 06 : The example of pre-test reading ... 78
Appendix 07 : The result of pre-test reading ... 80
Appendix 08 : Lesson Plan cycle I ... 81
Appendix 09 : The example of post-test reading I ... 89
Appendix 10 : The result of post-test reading I ... 91
Appendix 11 : Lesson Plan cycle II ... 92
Appendix 12 : The example of post-test reading II ... 99
Appendix 13 : The result of post-test reading II ... 101
Appendix 14 : Scoring rubric ... 102
Appendix 15 : Field note ... 103
Appendix 16 : Transcript interview with the teacher (after research) ... 113
Appendix 17 : Transcript interview with the students (after research) ... 115
Appendix 18 : The example of post-research questionnaire ... 117
Appendix 19 : The result of post-research questionnaire ... 118
Appendix 20 : Legalization ... 119
