THE EFFECT OF PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING ON STUDENTS READING COMPREHENSION OF NARRATIVE TEXT.

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ABSTRAK

Hasibuan, Ida Handayani. NIM: 072188330017. Pengarub Problem-based Learning dan Project-based Learning terbadap Pemabaman Membaca pada Teks Naratif di SMA Negeri 11 Medan. Thesis. Linguistik Terapan Bahasa lnggris, Program Pascasarjana, Universitas Negeri Medan. 2010.

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Hasibuan, Ida Handayani. Registration Number: 072188330017. The Effect of Problem-based Learning and Project-based Learning on students' Reading Comprehension of Narrative Text. A Thesis, English Applied Linguistics Study Program, Postgraduate School, State University ofMedan. 2010.

The study was conducted to find out the effect of using PBL and PJBL Strategies on Reading Comprehension of Narrative Text at Senior high Schooll1 Medan. The research design used in this research was experimental research. The sample of this research were 90 students of the first semester at Senior high School 11 Medan in Academic Year of 2009-2010, with population 115 students from three classes. Based on cluster random sampling technique, there were chosen 30 students taught by using PBL strategy and 30 students taught PJBL strategy and 30 students using Control Group. The instrument used were 50 items of reading comprehension tests to measure PBL and PJBL. The technique of data analysis was factorial design specifically by using One Way Analysis of Variance (ANOVA) with significance level = 0.01. The testing of hypotheses in level p (0.01), with 2 degree freedom between (dfb) and 87 degrees of freedom within group (dfw) was found that F observed> than F table (8.7 > 4.79). It means that the first null hypothesis of the study Ho1 :J.n1= f.!"•-: = J.H3 was rejected and the first

alternative hypOthesis C' L~ 1 : J,l .' t* J,1 •: ;

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THE EFFECT OF PROBLEM-BASED LEARNING AND PROJECT-BASED

LEARNING ON STUDENTS' READING COMPREHENSION OF

NARRATIVE TEXT

BY

IDA HANDAY ANI HASIBUAN

Registration Number: 072188330017

English Applied Linguistics Study Program

State University of Medan

This Thesis was examined on 7th September 2010 by the Board of Examiners

Approved by

Adviser Commissions

First Adviser

Second Adviser

Prof. M. Silitonga, Ph.D.

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NIP.

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APPROVAL

This Thesis was examined on 7th September 2010 by Board of Examiners

Board of Examiners

Prof. Dr. Lince Sihombing, M.Pd.

NIP.19610425 198601 2 001

Prof. M. Silitonga, Ph.D.

NIP.

Prof. Amrin Saragih, M.A., Ph.D.

NIP. 19550113 198203 1 002

Dr. Eddy Setia, M.Ed., TESP.

NIP. 19570412 1984031 001

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I certify that I have read this thesis and that. in my opinion it is fully adequate in scope and quality as a Thesis for the Degree of Magister Humaniora.

Prof. Dr. Lince Sihombing, M.Pd.

First Adviser

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ACKNOWLEDGEMENTS

The writer's endless gratitude is primarily expressed to Allah SWT for His forever Blessings and Mercy that has enabled her to finish writing this piece of academic work. In the process of writing this thesis, the writer has to confess that many people have given her the care, attention and bright ideas. In this connectio!!, she would like to express her very special gratitude te Prof. Dr. Lince Sihombing, M.Pd being her First Adviser and Prof. M. Silitonga. Ph.D, being her Second .Adviser, her excellent advisers, their understanding, effoitS in sharing their valuable time especially for comments, advice, correcting, and suggestions.

She would like to thank her whole-hearted gratitude to the reviewers and examiners, Prof. Amrin Saragih, M.A., Ph.D, Dr. Eddy Setia, M.Ed., TES , Dr. Sri Minda Murni, M. S, and for their valuable inputs for completion of this thesis. She also wishes to express thanks to all lecturers who have given her the v uable knowledge and science during her study at the English Applied Linguistics Study Program of Postgraduate School, State University of Medan.

Then, she would also like to express her sincere appreciation and love to her Rar.ents, her sisters, and her brothers, especially her beloved mother, Laili Marpaung, A. Ma and her father, Drs Idham Hsb, mother and father in l w, Hj. Jumroh Ritonga and H. smail harahap who always sho tHeir power

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give her motiv ·on and pray never endless to finish the study. Next she also thanks

Efrizal

Lulloh Harahap,

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and her daughter Efriza

Aqilla harahap. And then her beloved brothers, Briptu Freddy Hamdani Hsb and

Fithra Mahendra SH who have given love, suppo~ advice, and sense of humor.

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She also thanks Hilda Hrp, Astro Hrp and K.halid Ariandi, who have given her spirit, motivation and encouragement in writing her thesis as soon as possible. Next, she would like to thank Karya's family, Lau dendang's family, Hasti Ariani's Family, Faridz fl!p, wale Ana, Tiur, Azizah Hsb, Dina Hrp, Happy, Fatimah Sari Sir, Esron, Bonari, sister Ipeh, sister Indri ho have supported her. She also thanks headmaster of SMA Negeri 11 Medan, Drs. Ramly, M.Pd who permits her to conduct the research in the school and also Ora. Hj. Zubaidah

Riton~ and Drs. Sopar Siregar, as professional teachers wlio help her in

conducting the treatment in her research. And students of SMA Negeri 11 Medan who gave supports to this study should deserve her sincere gratituae for their cooperative attitude and work during the research.

Finally, the writer must admit that the content of this thesis is still far from being perfect, she warmly welcomes any constructive ideas and critics that will improve the quality of the thesis. She also hopes this thesis would be useful for those who read it, especially majoring in English.

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CHAPTER III: RESEARCH METHOD ... 66

3.1 Research Design ... 66

3.2 Population and Sample ... 67

3.3 The Instrument of Data Collection ... 68

3.4 Variables ... 69

3.5 In:trument Validation ... 69

3.5.1 Validity ofTest ... 69

3.5.2 Reliability ... 72

3.6 Procedures of Data Collection ... 73

3.7 Preparation ... 74

3.7.1 Pre-Test ... 74

3.7.2 Teaching Presentation ... 74

3.7.3 Post-Test. ... 75

3.8 Technique of Data Analysis ... 75

3.9 Statistical Hypothesis ... 75

CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS .•••. 7.7 4.1 Data Analysis ... 1.1 4.1.1 ValidityoftheTests ...

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4.1.2 Reliability of the Tests ... '? 4.1.3The Frequency Distributions ... 79

4.1.3.1 Teaching Reading Comprehension using PBL ... ... 82

4.1.3.2 Teching Reading Comprehension using PJBL ... 83

using control group ... 83

Hypothesis ... 83

4.2.1 Hypothesis one ... 90

4.2.2 Hypothesis two ... 90

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CHAPTER V: CONCLUSIONS AND SUGGESTIONS •..•...•.••.•••..••..•• 92

5.1 Conclusions ... 92

5.2 Suggestions ... 92

REFERENCES ... 94

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LIST OFT ABLES

Table Page

2.1 Structure of Narrative Text ... 30

2.2 Model of the PBL Process ••••••••••.•••••••••.•••••...•••••.•.•.•.•••••••••••...••••.••.•..• 35

2.3 Steps of PjBL ···-···--··· 63

2.4 Differencess of PBL and PjBL ... 63

3.1 The Factorial Design ... 67

3.2 The Outline of Reading Comprehension Test .•...•••....•••..•..•.•...•.•••. 70

4.1 Frequency Distribution of Students' Reading Comprehension of Group One (PBL) ....••.•..•...•.•...••.••..•.•••.••..•...•••.•••.••....•...•••..•.••.••..• '19

4.2 Frequency Distribution of Students'· Reading Comprehension of Group two (PjBL) .••••••....••••••.••.••.•...•..•...•••..••.•....••...•..•...•..•... 80

4.3 Frequency Distribution of Students' Reading Comprehension of Group three (Control Group) •...•••...•...••.•••....•.•.•....•..•..•....••...•.• 81

4.4 Analysis of Variance Table of the Post- Test of the three Groups.88 4.5 The Newman-Keuls Test for Deciding the Most Significant affee Strategy ..•.•..•.•.••.••.••.••...•••••••••.•.••••.•••••...••••••.••.•..•••••.•••....•••.•...•...•.•.••• 89

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Figures Page 2.1 Students and Teachers' Roles in PBL ••••••••••••••••••••.••••..•.••••••••...•.•.••• 42 2.2 Design of PjBL ···-··· 50 3.1 The Procedure of Data Collection ·-··-···-···-··-···-··· ... 73 4.1 The Histogram Test Scores (PBL Strategy) ••..•••..•••••••••••.•..•••.•••..••••• 80 4.2 Histogram Test Scores (PjBL Strategy) •.••..••••.•••••..•••.••••••.•• - ... 81 4.3 Histogram Test Score (Control Group) ... 82

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LIST OF APPENDICES

Appendices Page A. Example of Activity by Using PjBl Strategy ... 98 B. Example of:A:ctivity by Using PBI Strategy ••••••.•••••..•••••••••••••••••...•.. 101 C. Example of Activity by Using Control Group Strategy ... 104 D. The Reading Comprehension Test ... l06 E. The Key Answer ... _ ... 122 F. The Computation of Reliability of the First Tryout the

G. Post-Test Scores of Group Experimental one (PBL

Strategy) ...•...•...•..•••....•••.•••.•.•.•....•••...•..•.•.••.••....••••...•••...••....• 125 H. Post-Test Scores of Group Experimental two (PjBL

Strategy) •....•.•...•.•.•....•••••.•.•.•.••.•••..•••.••••.•••...•.•••..••••••..••••••...•.•...•.... 127 I. Post-Test Scores of Group Experimental three (Control

Group Strategy) .•••.•...••••••.••••.••..•.•..•••..••••••....•••••••••.•••••.•••.•.•••..••...•....• 128

J. P.r~ Test of Reading Comprehension ... 129

K. Post-Test Score of Reading Comprehension ... 130

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CHAPTER I INTRODUCTION 1.1 Background of the Study

English is important for its position as a dominant international language. It is used worldwide by varios nations in almost every aspect of life. It has become the language of politics, trades, cultures, technology and etc. The continuous advancement of commerce, science and technology has forced learners in Indonesia to master English. Without mastering English, the development of science and technology in Indonesia will be adopted slower by learners ~ince most of the science and technology books are written in English.

To adopt the growth of science and technology, learners should read the · science and technology books because reading is the most important Ian age skill. Reading is one of four skills that is considered being important to the as well as enriching their experience and intellectual ability.

required to be able to read. The most important step to preparing students to comprehend material is to help students unaerstand the reading comprehensions.

"Reading is sometimes viewed as a passive skill. unlike speaking, reading is not something that every individual learns to do. An enormous amount of time, money, and effort is spent teaching reading in elementary and

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secondary schools around the world, in fact, it is probably true to say that more time is spent teaching reading than any other skills.

There are three reasons to recommend reading as one of the language programs as a more central attention in English as Foreign Language (EFL) class. First, students can usually perform at a higher level in reading than in other skills; second, they can accurately understand written materials that they have not yet prepared o discuss them accurately. Finally, reading is a productive skill. Although one may read fictions for pleasure, one often reads nonfictions with eyes to peiform the pleasure reading which serves to integrate ariety of language activities and purposes. Scientific and technological information written in English are available in large number nowadays. To access such information, the students need to be able to read and understand written sources.

In fact, reading is not as easy as people think, it is not easy to have the ability of drawing meaning from the printed page and interpret the information appropriately. Consequently, students will need to read the text two or three times to get even approximate sense. All these take time and many less

students give up. Reading passage is bound to be too difficult for them and they predict at the whole experience will be frustrating and be motivating.

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comprehension tasks, yet they just cheat or guess the answer of the questions or the result is unsatisfy in doing reading tasks .

It is the fact that the majority of the students are not independent readers and do not achieve good ability of it The fact shows that when the students face the time-test, some of them cannot use the time wisely and answer the question correctly.

Moreover, the Senior High Schools Curriculum has been concentrated on the use of genre. According to 2007/2008 The Competency Stan

High School (Depdiknas, 2007 :2) the students should be able o comprehent:l short functional text, dialogue and monologue text in form of narrative, recount, news item, descriptive, report, exposition, explanation and discussion. The are not hoped to write a text in a certain genre, but they are expected to be able to comprehend some sorts of text and answer some questions related to the text. However, it is important for the students to master genres, besides language proficiency, because they will be able to understand a reading text by mastering them.

In addition, government expects the students' achievement in each skill of English as global language including reading by determining the graduation standard of high school students that is called National Exam (UN) is held, and reading is included in one skill to be tested.

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with this background, this study used two major types of strategies. The first type is Problem-based Learning and the second type is Project-based Learning.

Generally, in PBL classrooms, the teacher acts as a coach for or facilitator of activities that students carry out themselves. The teacher provides students with appropriate problem fo work on, assist them in identifying and accessing the materials and equipment necessary to solve the problems, gives necessary feedback and support during the problem solving process, and evaluates student's particiP.ation and products, with the goal of helping them develop their problem solving as well as their language and literacy skills. Acoording to Sanjaya (2006:220) PBL is good technique in understanding, increasing, critica

develoving and interesting.

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5 Narrative is not simply about entertaining a reading audience although it generally always does so. Narrative is also a powerful medium for changing social opinions and attitudes as some soap operas and televisions drama as narrative to raise topical issues and present their complexities and different perspectives in ways that are not ssible ·n news reports ana current affairs program. Formally, narrative sequences people/characters in time and snace. The structure of narrative is generally more complex than the orientation and sequencing typical of recounting. Stories, for example, bring a rather complex dimension · to play more than simply sequencing a series of events, stories sequence to set up one or more can emphasize with the characters. This problem part of the narrative must eventually find some way of being resolved, otherwise people are left wtth :very frustrated or angry readers. Good problem - solving skills are necessary

reading successful narratives and this is stage that most young readers find the most difficult.

1.2 Problems of the Study

The research problems of this study are formulated as follows: comp,rehension of narrative texts?

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3. Which of these strategies is the more effective in developing the students' reading comprehension of narative texts ?

1.3 Objectives of the Study

Related to the research problems specified above, this study attempts to investigate whether the:

1. PrOblem-based Learning significantly affects on reading comprehension of narrative texts.

2. Project-based Learning significantly affects on reading comprehension of narrative text.

3. To explore which strategy more significantly affects on students' reading comprehension of narrative text.

1.4 Significance of the Study

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1.5 Scope of the Study

Beside the knowledge of Problem-based Learning and Project-based Learning strategies as it has been mentioned in the previous background, there are other factors that enable the readers to comprehend a reading text, such as the readers will concern on reading comprehension on narrative text. This proposal describes how Problem and Project learning aligns with research on the second language acquisition. gives guide lines for teachers and adniinistrators on implanting Problem-based Learning in classes or programs for adults in learning English as a second language (ESL ), and outlines of the benefits a.n'd challenges of a Problem-based Learning approach with adult English language learne

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CHAPTERV

CONCLUSIONS AND SUGGESTIONS 5.1 CONCLUSIONS

Based on tfie data analysis in chapter IV, some conclusions are derived through meaningful interpretation of the findings in this study and drawn as the following drawn as follows:

Teaching reading comprehension with

Teaching reading comprehension with project-based learning does not significantly affect to student's reading comprehension.

3. Teaching reading comprehension by applying Problem-based Le~Ulling

Strategy is more significantly effective than Project-based Learning Strategy.

5.2 SUGGESTIONS

Based on the above conclusions, it is suggested that:

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I. English teachers should teach Reading Comprehension by

Strategy in order to improve students in comprehending the text will be imJ?I"Oved.

2.

comprehension by applying Problem-based Learning and Project-based Learning Strategies.

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3. Other researchers can develop further study in the area of Problem-based Learning and Project-based Learning Strategies that will improve students' achievement in reading comprehension.

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THE EFFECT OF PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING ON STUDENTS READING COMPREHENSION OF NARRATIVE TEXT.

ABSTRAK

THE EFFECT OF PROBLEM-BASED LEARNING AND PROJECT-BASED

First Adviser

ACKNOWLEDGEMENTS

Efrizal

TABLE OF CONTENTS

CHAPTER III: RESEARCH METHOD ... 66

CHAPTER V: CONCLUSIONS AND SUGGESTIONS •..•...•.••.•••..••..•• 92

LIST OF APPENDICES

CHAPTERV

5.2 SUGGESTIONS

REFERENCES

Bruder,

Design