THE EFFECT OF USING TEAMS KNOW-WANT-LEARN STRATEGY ON STUDENTS ACHIEVEMENT IN READING DESCRIPTIVE TEXT.

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THE EFFECT OF TEAMS

“KNOW

-WANT-

LEARN”

STRATEGY ON STUDENTS’ AC

HIEVEMENT

IN READING DESCRIPTIVE TEXT

A THESIS

Submitted to the English Department Faculty of Language and Arts UNIMED in partial Fulfillment of the Requirement for the Degree of

Sarjana Pendidikan

By:

PUTRI SRI REZEKI SIREGAR

Registration Number. 2103321032

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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i ABSTRACT

Siregar, Putri Sri Rezeki. 2103321032. The Effect of Using Teams “Know -Want-Learn” Strategy on Students’ Achievement In Reading Descriptive Text. A Thesis. English Department. Faculty of Language and Arts. State University of Medan. 2014. instrument was used to collect the data was a set of multiple choice tests, which was divided as pre-test and post-test. The result showed that t-test was higher than t-table (4,53 > 2,00) at the level of significant 0,05 with degree of freedom (df) 58. It means that hypothesis alternative (Ha) is accepted which show that Teams “K-W-L” strategy significantly effected on the students achievement in reading descriptive text. It was proved since mean score of experimental group is 74,83 higher than mean score of control group is 63,33. So, English Teacher are suggested to use Teams” know-want-learn” Strategy in order to improve students’ achievement in reading descriptive text.

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ACKNOWLEDGEMENT

First and foremost, the writer would like to express her greatest thank to

Allah SWT, the Almighty for His grace, guidance, praise, honor and mercy that

have been given to the writer’s life especially in enabling her to complete her

thesis and to fulfill the requirements for the degree of Sarjana Pendidikan at the

English Department, Faculty of Languages and Arts, State University of Medan.

This thesis could have been completed because of the help, support,

advice, guidance, comments and suggestions from several people for which the

writer would like to extend her sincere 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 the Faculty of Languages and Arts, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English and Literature Department and her Reviewer and her Thesis Consultant.

 Dra. Meisuri, M.A, the Secretary of English department

 Dra. Masitowarni Siregar, M.Ed, the Head of Education Program of English Department and also her Reviewer and Examiner.

 Rafika Dewi Nasution, S.Pd., M.Hum, her Thesis Consultants.

 Drs. Muhammad Natsir, M.Hum, her Academic Advisor and as her Reviewer and Examiner.

 Drs. Johan Sinulingga, M.Pd, her Reviewers and Examiner.

 Kepler Debataraja, S.Pd., M.M, as the Headmaster of SMP Negeri 1 Narumonda, the English teacher, Miss Batubara and students of class

VIII-A and VIII-B.

 Bahrum. and Dermawati, her beloved parents, for their endless love, pray, support, motivation and also advices in finishing her study. Her

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and motivation. Her gratitude is also expressed to all of her families, for

their support, motivation and advices.

 Her beloved best friends ever (Titin, Miranda, Hamidah, Rhidona Komala, Melinda), the most reliable friend one she could have. They are

there for her in so many ways.

 Her classmates in English education 2010 in class C Extension class; Putri Rahayu, Eka Desi, Ayu Wulandari, Winda, Yohana, Dahlia,

Rafika, Vandy And Saddam, for helping, friendship, kindness, during

spending the time in State University of Medan.

 To all whose named cannot be mentioned one by one, she would like to say thanks a lot.

The writer hopes this thesis will be useful for those who read it, especially

for the students of English Department.

Medan, January 2015

The Writer,

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LIST OF TABLES

Table 3.1 Research Design of the study ... 26

Table 3.2 Teaching Procedure in Experimental Group ... 29

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CHAPTER I

INTRODUCTION

A. The Background of the Study

English proficiency consists of four skills, namely listening, speaking,

reading and writing that should be achieved by the students who learn English.

Reading is one of the most language skills in learning language. Reading is also

something crucial and indispensable for the students, because the success of their

study depends on their ability to read. Reading is a means of language acquisition,

of communication, and of sharing information and ideas. Like all language, it is a

complex interaction between the text and the reader. Reading is the window of the

world because it is an important tool for people to access information.

Reading is the ability to draw meaning from the printed page and interpret

the information approximately (Grabe and Stoller, 2002:9). It is an active

cognitive process of interacting with print and monitoring interpretation or

understanding to establish meaning by giving test. The main purpose for reading

is to comprehend the ideas in the material. Without comprehension , reading

would be empty and meaningless.

Based curriculum (KTSP) (2006) Junior High School students should be

able to comprehend the meaning of the text in form of recount, narrative,

procedure, descriptive, and report in the context of daily life. It can be concluded

that it is very important for students to master reading comprehension in order to

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Based on the researcher’s experience in doing PPL (Teaching Training

Practice) in Junior High School, precisely when she taught reading, she found

many students could not pass the Minimal Competences criteria (Kriteria

Kententuan Minimum/ KKM) applied by the school in English Subject. Their

Score in two semesters are, as follows;

Semester KKM Score _Students Percentage Mean

1st Semester

There are some reasons that to be case, such as students would get bored

easily if the material was reading because it took a long time to be able to

comprehend the text as a whole. They thought that they should open dictonary to

translate word by word into Bahasa in order to know the content of reading and

then would be able to answer all the tasks. Futhermore, the teacher also uses the

traditional strategy from time to time: read, find out difficult words then answer

the question.

Now, to solve the problem above, the writer would like to conduct a

research by applying Teams “KWL (Know-Want-learn)” strategy to overcome the

problem.

Teams “Know-Want-Learn” strategy enable students to explore what they

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students activate their background knowledge, predict about the information they

expect to find in the reading material, and take notes related to the information

gained. Each of these tasks supports their comprehension as they prepare to read,

as they read, and after they read. The researcher focus on teams ‘Know

-Want-Learn’ strategy in affecting students’ reading comprehension, especially in

descriptive text.

B. The Problem of the Study

Based on the background of the study, problem of the study is formulated

as follow: “Is there any significant effect of teams “Know-Want-Learn” strategy

on the students achievement in Reading Descriptive Text?”

C. The Scope of the Study

The scope of the study is limited on investigating second year

students’achievement of junior high school in teaching reading comprehension by

using teams “Know-Want-Learning” strategy. The text used for teaching the

reading comprehension is descriptive text.

D. The Objective of the Study

The objective of this study is to find out whether the K-W-L strategy

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E. The Significance of the Study

The findings of the study will give much contribution to the following

significance:

1. It suggested, that English teacher to apply know-Want-Learn strategy in

teaching reading descriptive text.

2. In teaching English as foreign language it is very affective, efficient and

communicative in learning English.

3. For those who are interested in conducting the research of the same field

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After analyzing the data, it was concluded that the using of Teams

“Know-Want-learn” strategy significantly affects the students’ achievement in

reading descriptive text, since the t-observed higher than the t-table ( > 2,00;

df=58, α=0,005). It means the null hypothesis (Ho) was rejected and alternative

hypothesis (Ha) was accepted because there was significant effect of applying

Teams “Know-Want-learn” strategy on students achievement in reading

descriptive text.

B. Suggestion

Based on the finding, it is suggested that:

1. English teacher should use Teams “Know-Want-learn” strategy in

teaching reading in order to increase their students’ achievement in

reading comprehension

2. Students are advised to practice Teams “Know-Want-learn” strategy

in reading text because it can make students more easily to understand

the text and students think about what they know and what they want

to know, so that they can explore what they have learned

3. It is suggested that other researcher can use this study as reference in

doing a research related to Know-Want-Learn Strategy on Students’

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http://www.worksheetlibrary.com/teachingtips/kwl.html. accessed on June 2014

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BOIGRAPHY

Putri Sri Rezeki Siregar was born in Porsea on 15 September 1991. She

is 23 years old. She is Indonesian. People around her Usually call her Putri. Her

parents are Bahrum Siregar and Dermawati Sitorus . Her parents live in Porsea.

She is Moslem.

Her formal education was started from 1998 – 2004 in primary school, it

was SD N 2 PORSEA. Next, from 2004 – 2007, she continued her education to

SMP YAYASAN BONAPOSOGIT SEJAHTERA. After that, she finished her

Senior High School in SMA N 1 SIANTAR NARUMONDA from 2007 – 2010.

Then in 2010 – 2015, she graduated from English Education Department in State

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