THE EFFECT OF FIX

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–

UP OPTIONS STRATEGY ON

STUDENTS’ READING COMPREHENSION

A THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

DWI SUCI INDAHSWARI TARIGAN

Registration Number 2112121006

ENGLISH AND LITERATURE DEPARTEMENT

FACULTY OF LANGUAGES AND ARTS

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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, February 2016

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ABSTRACT

Dwi Suci Indahswari Tarigan. 2112121006. The Effect of Fix – Up Options

Strategy on Students’ Reading Comprehension. A Thesis. Faculty of

Languages and Arts, State University of Medan. 2016.

This study dealt with the effect of Fix – Up Options Strategy on the students’ Reading Comprehension. The objective of the study was to find out whether Fix – Up Options Strategy significantly affects the students’ Reading Comprehension. This study was conducted by using experimental design. The population of the study was the students of grade VII of SMP Negeri 1 Pancur Batu in the academic year 2015/2016, where there were 7 classes of VII grade and there were two classes were selected as the sample by applying random sampling. The sample was divided into two groups. The Experimental group (VII - 1) was taught by applying Fix – Up Options Strategy, while the control group (VII - 2) was taught by applying conventional method. The data of the study were obtained by reading test. To determine the reliability of the test, the writer used Internal Cinsistency or Kr 20. The data calculation showed that the coefficient of reliability of the test was 0.82. It showed that the test was reliable and the reliability was very high. The data were analyzed by applying t-test formula. After analyzing the data, the result of the study showed that t-observed (4.49) was higher than t-table (2.000) (t-observed ˃ t-table) at the level of significance of α = 0.05 and at the degree of freedom (df) = 58. It can be concluded that applying Fix – Up Options Strategy significantly affects on the students’ Reading Comprehension or in other words the hypothesis is accepted.

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ACKNOWLEDGMENT

First of all, the writer would like to express her deepest gratitude to

Almighty God, Allah SWT for His amazing grace, uncountable blessing, love,

strength given to the writer during her study and in completing this thesis which

entitled: The Effect of Fix – Up Options Strategy on Students’ 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 he 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 his gratitude and special thanks to:

 Prof. Dr. Syawal Gultom., M.Pd., as the Rector of State University of

precious time, guidence, suggestion and comments.

 Nora Ronita Dewi, S.Pd, S.S., M.Hum., as the Head of English Education Study Program.

 Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Advisor, who has given his support, advices, guidance and his precious time in the process of

completing this thesis.

 Dr. Siti Aisah Ginting, M.Pd., as her Reviewer and Examiner, who has given her precious time, guidance, suggestions, and comments.

 Dr. Rahmad Husein, M.Ed., as her Reviewer and Examiner, who has given her precious time, guidance, suggestions, and comments.

 All the Lecturers of English Department who have taught, guided, and advised her throughout the academic years.

 Eis Sri Wahyuningsih, S.Pd., M.Pd, as the Administration Staff of English Department, for her attention, assistance, and information in completing this

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 Drs. Manumbal Siahaan, M.Pd., as the Headmaster of SMP Negeri 1 Pancur Batu, for his permission in allowing the writer to do observation and

to collect the data needed for the thesis.

 Anna Ulina, BA., the English Teacher of SMP Negeri 1 Pancur Batu, for the supports, guidance, suggestions and motivation in the process of

completing this thesis. And all the teachers and students at the school for the

good cooperation.

 Her beloved parents, Indra Tarigan and Miati, her lovely Sister, Nicky Jayanti Tarigan, Syafira Oktaviana Putri Tarigan, for their endless love,

prayer, inspiration, motivation, courage and everything that they have given

to the writer during the process of completing the thesis. This thesis is

dedicated to you.

 Her beloved friends, Indah Pratama Prida, S.Pd, , Irdawati Siagian, S.Pd, Fibie Liona Pangaribuan, S.Pd, Era Enjelyna L.Raja Yessi Van

Carmelia Simbolon, Intan Nilam Sari, S.Pd, Onni Novia, Spd, Siti

Khairin Nasroh, Sarah Marilyn Silaban, Norita, Jelita Sitorus, and her

Closest friend, Sahabat Ginting, for the courage, motivation, help and

spirit during the completion of her thesis. Thank you for alyaws be there for

her.

 Her friends in Reguler Dik A 2011, for their love and togetherness throughout the four years; Her friends in PPLT SMP Negeri 1 Kabanjahe

for the togetherness and the experiences shared. And also for those who

cannot be mentioned one by one.

The writer realizes that this thesis still has the paucity, she conveniently

welcomes any suggestions, comments critics, and advices that will improve the

quality of this thesis. She hopes that this thesis would be useful for those who

read and feel interested in the field of this study.

Medan, February 2016 The writer,

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LIST OF TABLES

Table 3.1 Two Group Pre test and Post test ... 20

Table 3.2 Steps in Teaching Reading in Experimental Group ... 24

Table 3.3Steps in Teaching Reading in Control Group ... 25

Table 3.4 Table of Spesification ... 27

Table 4.1 Students’ score in Pre- test ... 30

Table 4.2 Table Distribution ... 30

Table 4.3 Students score in Post- test... 31

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LIST OF FIGURE

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LIST OF DIAGRAMS

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LIST OF APPENDICES

Appendix A. Pre-test and Post for Experimental and Control Group ... 41

Appendix B. Answer key of the Test ... 48

Appendix C. The Score for Experimental and Control Group... 49

Appendix D. Tables’ Calculation of Reliability ... 51

Appendix E. The Calculation of Reliability ... 53

Appendix F. The Calculation of T-test for Experimental and Control Group ... 55

Appendix G. The Calculation of T - test ... 59

Appendix H. The T – table Distribution ... 61

Appendix I. Lesson Plans ... 62

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CHAPTER I

INTRODUCTION

A.The Background of the Study

Reading is a basic life skill. Facing the new globalization era, students

need reading activities because there are much information that must be shared as

much as possible. Students are required to be able to read. By knowing much

information, students will be able to discover the news all over the world. When

they don’t have the willingness to read, they will get nothing. On the other hand,

there will be much information they get, if the students often read. Without the

skills of reading comprehension and motivation to read, students’ academic will

be limited. As the result, students interest in reading comprehension will be low

Various parties claim that the Indonesia people’s interest in reading

comprehension is still low. Vincent Grenary study (2009) reported that students’

reading ability was 51,7 percent in Indonesia, the final sequence after Philippines

(52,6 percent), Thailand (65,1 percent), Singapore (74,0 percent) and Hongkong

(75,5 percent). That is the ability to read. Indonesian’s students worst than

students from other countries.

Nowadays, in teaching reading the teacher usually orients to the students’

English textbook. Teacher teaches the students by asking the students only to read

the text and answer the questions. Such activities does not give any opportunities

to improve the students’ knowledge in reading. It doesn’t give any contribution to

the students’ reading comprehension. Therefore, students cannot comprehend

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the students still found difficulties in comprehending a reading text. This situation

must be overcome by the teacher. The teacher should make variation and choose a

suitable strategy in teaching reading in order to make the students interested in

reading.

There is a significant problem to master reading skill in school especially

in junior high school. Almost the number of the students cannot read the text and

grasp the meaning from the text. The students felt that it is not easy to have ability

to draw meaning and interpret the information from the text. This problem make

them not interested in reading the text. Besides, the teacher’s strategy in teaching

reading comprehension cannot solve the problem. The teacher’s strategy is

monotonous so the students often get bored while reading. When reading the text,

the students inadequate knowledge of the ability to determine what is the most

important, they can be quickly burried in meaningless, and if they not knowing

what to pay attention to as she read, they may become frustrated and quickly tune

out (Moreillon,2007).

Reading is difficult to learn, especially in reading English material. The

students’ lack of interest in reading the text, lack of understanding words and

sentence, how sentence relates one another, how the information fits together in

meaningful ways and the teacher’s monotonous strategy in teaching reading

comprehension are the factors of failure in reading comprehension.

Based on the writer observation, the writer found that the students felt

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teacher only ask them to read, translates the text, and answers the question given

by the teacher.

Considering to the condition above, it is needed to provide the strategy in

teaching reading. The writer would like to conducted a research by using the

strategy, that is Fix – Up Options strategy which help the students increase their

achievement in reading comprehension. The strategy has several options (reread,

read ahead, figuring out unknown word) to make the students easier to

comprehend and get the thread meaning of the text.

B. The Problem of the Study

Based on the background of the study a research problem is formulated as

follows :

“Is there any signifficant effect of teaching with Fix – Up Options strategy

on Reading Comprehension?”

C.The Objective of the Study

Parallel with the research problem formulated on the previous section, the

objective of the study is to investigate the effect of applying Fix – Up Options

strategy significantly affects on the students’ reading comprehension.

D.The Scope of the Study

In this study, the writer discuss only using of Fix – Up Options strategy on

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Options strategy for the first year of Junior High School students. This strategy

can use in any text, but the writer only focus on the descriptive text.

E.The Significances of the Study

Finding of the study are expected to be useful and relevant theoritically

and practically.

- Theoritically for other researchers, who are interested in getting information

about this strategy and conducting a research in the same subject matter

with different participants.

- Practically, the findings are useful for :

a. English teacher, who want to get information to enlarge their knowledge

and improve their ability in teaching reading.

b. Other researcher, it will be basic information in conducting further

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CHAPTER V

CONCLUSION AND SUGGESTION

A.Conclusion

Based on the research finding, the researcher concludes that there is

significants effect of applying Fix –Up Options strategy on students’ achievement

in reading descriptive test, since students’ achievement in reading descriptive text

taught by applying Fix –Up Options strategy is higher than without applying Fix –

Up Options strategy. Therefore, alternative hypothesis (Ha) is accepted and null

hypothesis (Ho) is rejected. This is supported by the data analysis results in which

the t-observed (4,49) is higher than the t-table (2,00) at the significant level of

0,05.

B.Suggestions

Based on the the conclusion above, suggestion are put forwarded as

follows:

1. The English teachers are suggested to use Fix – Up Options strategy in their

teaching learning process in order to improve students’ achievement in

reading descriptive text.

2. Since this study is only focused on students’ achievement in reading

descriptive text. It is suggested that other researcher to apply Fix – Up

Options Strategy to improve students’ reading comprehension in many types

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THE EFFECT OF FIX – UP OPTIONS STRATEGY ON STUDENTS’ READING COMPREHENSION.