THE EFFECT OF READING STRATEGIES AND STUDENTS’
COGNITIVE STYLE ON STUDENTS’ ACHIEVEMENT IN
READING COMPREHENSION
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
NURUL FADHILLAH Registration Number: 81061111025
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL
▸ Baca selengkapnya: those who are pro homework think that the students can in the evening
(2)THE EFFECT OF READING STRATEGIES AND STUDENTS’
COGNITIVE STYLE ON STUDENTS’ ACHIEVEMENT IN
READING COMPREHENSION
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
NURUL FADHILLAH Registration Number: 81061111025
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL
ACKNOWLEDGEMENTS
First of all, the writer would like to express her great gratitude to Allah
SWT, the Almighty God, for His Blessing and Permission so that she can
complete her thesis to finish postgraduate school in Applied Linguistics Study
program, State University of Medan. Shalawat and Salam are presented to the
prophet Muhammad SAW, his family, and companions.
Second, the writer would like to express her gratefully acknowledge to
Prof. Dr. Busmin Gurning, M.Pd as the Head of English Applied Linguistics, Dr.
Sri Minda Murni, M.S as the Secretary of English Applied Linguistics in
UNIMED of the writer who has kindly assisted her in guiding, direction, revising
and correcting the systematic or the concept of this thesis. And she sincerely
would like to express her high appreciation to Prof. Berlin Sibarani, M.Pd., her
first adviser, and Dr. Didik Santoso, M.Pd., her second adviser, for their
assistance, patience, guidance, advice, comment, encouragement, and constructive
criticism. A big thanks to them, because their assistance, patience, guidance, and
outstanding knowledge in writing ability really gave great contribution to the
writer’s thesis writing.
Third, great gratitude is also expressed to reviewers and examiners; Prof.
Dr. Busmin Gurning, M.Pd, Prof. Dian Armanto, M.Pd., M.A., M.Sc., Ph.D., and
Dr. Sri Minda Murni, M.S., thank for their constructive criticism, right from
Fourth, high appreciation is addressed to all lectures in Applied Lingustics
Study Program, Postgraduate School State University of Medan, who have
provided invaluable knowledge, especially in language teaching. And for all of
her classmates LTBI A1, thanks for their support and sincere friendship.
Fifth, high appreciation is also addressed to Mr. Sofyan Arianto, S.Ag.
M.Pd., the Head of Tarbiyah Faculty STAIN Malikussaleh who gave the
opportunity to allow the writer conducting research in the faculty. And also
sincere gratitude is expressed to Mrs. Nurlaila M.Pd, as the Head of English Study
Program and as the lecturer, who provided the time to help the writer in teaching
the classes for the writer’s research, thanks for your kindness and patience.
Sixth, the writer would like to express her sincerest appreciation and
thanks to: her husband, Syamsul Bahri S.Ag., M.M., for his great love and
patience, his support and motivation to continue and finish the writers’ study; her
lovely daughters, Nayla Nurul Izzah and Raysa Nurussyifa for their
understanding; her mother Zulaidar, S.Pd., and her sisters, Sari Dina Amalia and
Nurul Laila Mutia, Erlinawati, for their encouragement and prayers.
The last, the writer would like to express her thanks to all her buddies:
Rama, Mulya, Erin, Fatmi, Mai and others, who always give a support and
motivated the writer in finishing this thesis. Special thanks to my brother Khairun
Nasir, S.Pd.I., and my lovely roommate Irma Dewi Isda, S.Pd. M.Hum., May
Allah the Almighty bless them all!
Medan, 28th Pebruari 2013 The writer,
ABSTRACT
Nurul Fadhillah, Registration Number: 8106111025. The Effect of Reading
Strategies and Student’s Cognitive Style on Students’ Achievement in Reading
Comprehension. A Thesis. English Aplied Linguistics Study Program, State University of Medan. 2013.
The objectives of this study are to find out if: (1) students’ achievement in reading comprehension that taught by using ASK to THINK-TEL WHY strategy is higher than those that taught by using Guided Reciprocal Peer Questioning strategy, (2) students’ achievement in reading comprehension with field independent style is hihger than those with field dependent style, (3) there is interaction of reading strategies and students’ cognitive style in reading comprehension.
An experimental research with factorial designed 2x2 was used in this study. There were 69 students from fifth semester of English department, Islamic State University (STAIN) of Malikussaleh Lhokseumawe in the 2012/2013 academic year as sample of this study. The students were from two classes that was assigned, and the classes randomly defined; one class used as experiment class that taught by using ASK to THINK TEL-WHY strategy and another class used as control class that taught by using guided reciprocal peer questioning strategy. Students’ cognitive style was measured by Embedded Figure Test to classify the students with field independent style and with field dependent style. Students’ achievement in reading comprehension was measured by given multiple choice test of reading text that covers the requirements of reading comprehension meaning.
ABSTRAK
Nurul Fadhillah, Nomor Induk Mahasiswa: 8106111025. Pengaruh Strategi Reading dan Gaya Kognitif Siswa pada Prestasi Siswa dalam Reading Comprehension. Tesis untuk menyelesaian Gelar Magister pada Program Studi Linguistik Terapan Bahasa Inggris, Pascasarjana Universitas Negeri Medan. 2013.
Tujuan dari penelitian ini adalah untuk mengetahui apakah: (1) prestasi siswa dalam reading comprehension yang diajarkan dengan menggunakan strategi ASK to THINK TEL-WHY lebih tinggi daripada yang diajarkan dengan menggunakan strategi Guided Reciprocal Peer Questioning, (2) prestasi siswa dalam reading comprehension dengan gaya kognitif independen lebih baik daripada siswa dengan gaya kognitif dependen, (3) terdapat interaksi strategi mmembaca dan gaya kognitif siswa dalam Reading Comprehension.
Ini adalah sebuah penelitian eksperimental dengan desain factorial 2x2. Sampelnya adalah mahasiswa semester lima jurusan Bahasa Inggris, Sekolah Tinggi Islam Negeri (STAIN) Malikussaleh Lhokseumawe 2012/2013, sebanyak 69 orang. Para siswa merupakan siswa dari dua kelas yang telah ditentukan secara acak; satu kelas digunakan sebagai kelas eksperimen yang diajarkan dengan menggunakan strategi ASK to THINK TEL-WHY dan kelas lainnya digunakan sebagai kelas kontrol yang diajarkan dengan menggunakan strategi Guided Reciprocal Peer Questioning. Untuk menentukan gaya kognitif siswa independen dan dependen, digunakan Embedded Figure Test. Prestasi siswa dalam reading comprehension diukur dengan tes pilihan ganda berdasarkan teks bacaan yang memenuhi persyaratan reading comprehension.
Hasil dari penelitian ini, didapat dengan menggunakan analisis Two-Way ANOVA, perbandingan �ℎ� �� dan � �� pada taraf signifikansi �= 0.05, yaitu: (1) prestasi siswa dalam reading comprehension yang diajarkan dengan menggunakan strategi ASK to THINK TEL-WHY � = 66.59 lebih tinggi daripada yang diajarkan dengan
menggunakan strategi Guided Reciprocal Peer Questioning � = 59.4 dengan �ℎ� �� = 11.56 >� �� = 3.99, ini berarti strategi ASK to THINK TEL-WHY mempengaruhi
reading comprehension lebih baik dibanding dengan strategi Guided Reciprocal Peer Questioning (2) prestasi siswa dalam reading comprehension dengan gaya kognitif independen � = 63.97 lebih tinggi dibandingkan dengan gaya kognitif dependen
� = 61.75 dengan �ℎ� �� = 51.6 >� �� = 3.99, ini berarti gaya kognitif independen
mempengaruhi reading comprehension lebih baik dibanding dengan gaya kognitif dependen (3) tidak ada interaksi terhadap reading strategi dan gaya kognitif siswa, berdasarkan hasil analisis yang didapat �ℎ� �� = 0.52 <� �� = 3.99, dengan demikian
LIST OF TABLES
4.9 Mean Score of Students’ Reading Comprehension in STAIN
Malikussaleh year of 2011-2012 ... 3
2.1 Cognitive Style Characteristics of Field Independence and Field Dependence ...52
3.1 Factorial Design ...61
3.2 Taxonomy of Reading Comprehension ...67
3.3 Question Distribution of Reading Comprehension Test ...69
3.4 The Summary of Variance Analysis of Two-way ANOVA ...75
4.1 Summary of Data Description ...77
4.2 Frequency Distribution of Students’ Achievement in Reading Comprehension Taught by Using ASK to THINK TEL-WHY Strategy ...78
4.3 Frequency Distribution of Students’ Achievement in Reading Comprehension Taught by Using Reciprocal Peer Questioning Strategy ..79
4.4 Frequency Distribution of Students’ Achievement in Reading Comprehension with Field Independent Style ...81
4.5 Frequency Distribution of Students’ Achievement in Reading Comprehension with Field Dependent Style...82
4.6 Frequency Distribution of Students’ Achievement in Reading Comprehension of Field Independent Style and Taught by Using ASK to THINK TEL-WHY Strategy ...84
4.7 Frequency Distribution of Students’ Achievement in Reading Comprehension with Field Dependent Style and Taught by Using ASK to THINK TEL-WHY Strategy ...85
4.8 Frequency Distribution of Students’ Achievement in Reading Comprehension with Field Independent Style and Taught by Using Guided Reciprocal Peer Questioning Strategy ...86
4.9 Frequency Distribution of Students’ Achievement in Reading Comprehension with Field Dependent Style and Taught by Using Guided Reciprocal Peer Questioning strategy ...88
4.10 Summary on the Result of Normality Test ...90
4.11 Summary on the Result of Homogeneity Test ...91
4.12 Summary on the Result of Homogeneity Variance on Students’ Cognitive Style...92
4.14 Result of Homogeneity Variance among Groups ...93
4.15 Two-way ANOVA ...94
LIST OF FIGURES
2.1 Generic Comprehension and Thinking Questions Used in the Guided Peer Questioning Strategy ...29
2.2 TEL-WHY Explanation Procedure Component of ASK to THINK–TEL WHY ...30
2.3 THINK component of ASK to THINK–TEL WHY
Showing (bottom to top) ...39
4.1 Histogram of Students’ Achievement in Reading Comprehension Taught by Using ASK to THINK-TEL WHY Strategy ...79
4.2 Histogram of Students’ Achievement in Reading Comprehension Taught by Using Guided Reciprocal Peer Questioning Strategy ...80
4.3 Histogram of Students’ Achievement in Reading Comprehension with Field Independent Style...82
4.4 Histogram of Students’ Achievement in Reading Comprehension with Field Dependent style ...83
4.5 Histogram of Students’ Achievement in Reading Comprehension with Field Independent Style and Taught by Using ASK to THINK TEL-WHY Strategy ...85
4.6 Histogram of Students’ Achievement in Reading Comprehension with Field Dependent Style and Taught by Using ASK to THINK TEL-WHY Strategy ...86
4.7 Histogram of Students’ Achievement in Reading Comprehension with Field Independent Style and Taught by Using Guided Reciprocal Peer Questioning Strategy ...88
4.8 Histogram of Students’ Achievement in Reading Comprehension with Field Dependent Style and Taught by Using Guided Reciprocal Peer
Questioning Strategy ...89
LIST OF APPENDICES
Appendix A : Reading Comprehension Test ...116
Appendix B : Embedded Figure Test ...128
Appendix C : Instrument Validation ...131
Appendix D : Description of Students’ Scores ...136
Appendix E : Students’ Scores on each Groups ...137
Appendix F : Normality Test of the Data ...138
Appendix G : Description of Basic Statistic Calculation ...147
Appendix H : Homogeneity Test of Variance ...163
Appendix I : Testing Hypothesis ...167
Appendix J : Lesson Plan of Using ASK to THINK TEL-WHY Strategy ...171
CHAPTER I INTRODUCTION
1.1 The Background of the Study
Reading is the foundation of all knowledge and the foundation for a proper
education. Good reading can be helpful to obtain the current information as it is
necessary. However, if people can read, yet is not really able to interpret what is
read into usable information, they have not gained much, until they have a good
reading comprehension skill. Because comprehension is a part of the
communication process of getting the thoughts that were in the author’s mind into
the reader’s mind. Without comprehension, reading is simply following words on
a page from left to right while sounding them out; the words on the page have no
meaning. Thus, Reading comprehension has involved understanding what is being
read, since the main objective of reading comprehension is to gain some
understanding of what the writer is trying to convey and can utilize that
information.
Reading comprehension is one of essential tool that guides education, it is
a crucial instrument for communication and information gathering. Reading well
and being able to understand what have been read is the basis ability in to the
students’ future academic learning, not only in reading and writing but also in
math, science, social studies, and other subjects as well. It will help students to
increase their vocabulary knowledge which is strongly needed in reading
comprehension thus, making them more confident in speaking and writing. It will
also help them read effortlessly or more naturally. It will help them connect what
they are reading to their life experiences and/or to their previous knowledge.
Therefore it is necessary to possess and master a good reading comprehension for
all students.
Reading comprehension plays important role to help students develop their
knowledge, reading in foreign language in this case English language, is
important skill that should be mastered by university students in Indonesia.
California Task Force (2002) informed that the ability to read is crucial to the
success of all students, and it essential succeed in society. In addition, Trelease
(2001) stated that reading is a fundamental task that must be mastered by every
student, in order to be able to functionally compete in society.
However reading comprehension is not yet achieved. For some readers,
comprehension is always challenging. They may understand each word
separately, but linking them together into meaningful ideas often doesn’t happen
as it should. These readers can decode the words, but have not developed
sufficient skills to comprehend the underlying, deeper meaning of the sentences,
the paragraphs, and the entire text. Reading can be challenging, particularly when
the material is unfamiliar, technical, or complex, moreover, for them who have
severe reading problems that included inability to pronounce words, limited
academic vocabulary, and difficulty applying literal and critical comprehension
skills when processing text.
These deficiencies are in Indonesian students that cause the lack of ability
showed in International Student Achievement in Reading; the reading score of
Indonesian students as reported by PIRL (Progress in International Reading
Literacy, 2006) is low, Indonesia got the fourth lowest ranked from 45 countries,
that it indirectly reveals that Indonesian students have a problem in reading.
This lack of reading comprehension ability is also found in Aceh
university students, especially university students in Lhokseumawe, researcher
finds that students have low score in reading comprehension achievement and
they still find much difficulty in reading items that requires cognitive process; it is
based on their score of reading comprehension examination for the last three
semesters (STAIN Malikussaleh 2011-2012). The data is shown in the following
table.
Table 1.1 Mean score of students’ Reading comprehension in STAIN
Malikussaleh year of 2011-2012
Unit Semester II Semester III Semester IV
students R.C students R.C students R.C
1 43 53.56 40 54.93 37 55.95
2 40 53.60 37 53.93 32 56.44
3 38 54.55 36 55.08 34 56.59
4 38 54.68 35 56.06 35 56.49
To overcome these problems of reading comprehension, a lot of
researchers and teachers have tried hard to find out possible ways to help students
read successfully, but there are many factors affect the reading proficiency, they
are external and internal factors. The external factors are; text types, school and
social environments, teaching methods including reading strategies. While the
cognitive style. One of the most important factors is learning strategy. From the
previous studies, it demonstrates that reading performance relates to the use of
reading strategies. A successful reader implements deliberate, conscious, effortful,
time-consuming strategies to repair or circumvent a reading component that is not
intact. Reading teachers and programs explicitly teach such reading strategies to
handle the challenges of reading obstacles.
There are many strategies can improve reading comprehension that has
been suggested by researchers, such as; peer-assisted learning strategies (PALS),
which entails pairing children from preschool through the intermediate elementary
grades to engage in reading activities including repeated reading, paragraph
summaries, and making predictions. Concept-Oriented Reading Instruction
(CORI), a broad strategy intervention for elementary school children that includes
an emphasis on motivational practices for encouraging conceptual goal setting and
affording student choice and collaboration. Including the strategy ASK to
THINK-TEL WHY strategy describes readers learn how to ask deep level
questions while reading.
Many readers have an illusion of comprehension when they read text
because they settle for literal levels of analysis as a criterion for adequate
comprehension (Kintsch & Rawson, 2005). Literal readers believe they have
adequately comprehended text if they can recognize the content words and can
understand most of the sentences. However, deep comprehension requires
inferences, linking ideas coherently, investigating the validity of claims with a
of better reading strategies is apparently needed to crack the illusion of
comprehension in readers who are settling for low standards of comprehension.
They need to acquire and implement strategies to facilitate deeper levels of
comprehension. Therefore ASK to THINK-TEL WHY strategy appropriately to
apply to the students in order to promote the deeper comprehension of text
through critical reading, thoughtful analysis, and complex inference generation.
Thus, this particular comprehension strategy emphasizes thinking critically about
text meanings and intentionally making connections between text and relevant
knowledge of the world beyond that text.
In addition, reading comprehension is the result of effective reading.
Effective reading is grounded in strong cognitive skills such as attention, auditory
analysis, sound blending, sound segmenting, memory, processing speed, and
visualization. Students’ learning to read use a cognitive style that will enable
them to reason, think, and solve problems they encounter in their daily reading
instruction as well as in their independent reading. Researchers have devoted
considerable attention to defining and categorizing students’ cognitive styles and
interpreting how they relate to reading instruction.
Subsequently, cognitive styles are also related to the reading
comprehension proficiency (Witkin, 1977). They are described as how the
individual acquires knowledge (cognition) and processes information
(conceptualization). Cognitive styles are related to mental behaviors which
individuals apply habitually when they are solving problems. In general, they
classified individuals according to their preferred mode of information intake
(sensing or intuiting), and their preferred mode of information processing and
subsequent decision-making (thinking or feeling) (Myers & McCaulley, 1985).
A review of the literature indicated that students have different processing
styles—that they synthesize and express the information learned in different ways
(Riding, 1997). Researchers indicated that cognitive styles exist and affect the
way individuals assimilate and process information and express what they know.
Furthermore, cognitive psychologists have studied the cognitive/information
processing styles and divided the cognitive styles of dependence and
field-independence. Witkin et al. (1986) described individuals who tended to rely on
external cues and were less able to identify an embedded figure in an organized
field as being field dependent and those who tended to rely on internal cues and
were more able to identify an embedded figure in an organized field as being field
independent.
A study had been conducted by King (2007), that investigate the reading
strategies to promote deep understanding of the text, it is inspring researcher to
conduct the same research, and in relation of some problems that students have in
reading comprehension, the researcher is interested to conduct a research about
findings the effect of reading strategies as possible way to overcome the reading
comprehension challenging and investigates their relationship to the students’
cognitive style which has found as one of internal factor that influence reading
1.2 The Problems of the Study
In line with the background has been explained, the research problem will
be formulated as following questions.
1. is students’ achievement in reading comprehension that taught by using
ASK to THINK-TEL WHY strategy higher than those that taught by using
Guided Reciprocal Peer Questioning strategy?
2. is students’ achievement in reading comprehension with field independent
style higher than those with field dependent style?
3. Is there any interaction of reading strategies and students’ cognitive style
in reading comprehension?
1.3 The Objectives of the Study
The objectives of this research are:
1. to know whether students’ achievement in reading comprehension that
taught by using the ASK to THINK-TEL WHY strategy is higher than
those that taught by using Guided Reciprocal Peer Questioning strategy.
2. to know whether students’ achievement in reading comprehensions with
field independent style is higher than those with field dependent style.
3. to know whether there is interaction of reading strategies and students’
cognitive style in reading comprehension.
1.4The Significance of the Study
Reading is an extraordinary achievement when one considers the number
improving reading at deeper levels is likely to receive increased attention in the
future. This is particularly true in societies that demand more expertise in science,
engineering, and technology—areas where world knowledge is modest and the
need for comprehension strategies is enormous. Related to the cognitive style,
readers are expected to pursue the deep explanations, causes, and implications
underlying the knowledge presented, which would enable them to organize the
knowledge and to comprehend the text’s deeper meanings, its message, or point
effectively.
These research findings are expected to be useful for the theoretical and
practical development. Theoretically, this study is expected to provide
information, which may have as well as practical values for English Language
Teacher to promote deeper comprehension on reading, by using the various type
of reading strategies. Practically, these research finding is expected to increase
students reading comprehension proficiency, especially in the focus on improving
the students’ reading comprehension level on mastering reading material that
CHAPTER V
CONCLUSION AND SUGGESTION
1.1Conclusions
Based on the data analysis and hypothesis testing, it is concluded:
1. Students’ achievement in reading comprehension that was taught by ASK
to THINK-TEL WHY strategy is significantly higher than those that
taught by Guided Reciprocal Peer Questioning strategy. It means, ASK to
THINK-TEL WHY strategy affects reading comprehension better than
Guided Reciprocal Peer Questioning strategy.
2. Students’ achievement in reading comprehension with field independent
style is higher than those with field dependent style. It means, field
independent style affects reading comprehension better than field
dependent style.
3. There is no interaction between reading strategies and students’ cognitive
style in reading comprehension. Both strategies equally well affect
students’ achievement in reading comprehension with field independent
style. It means field independent style affects better in reading
comprehension no matter what strategy is used. And it can be concluded
too that nevertheless ASK to THINK-TEL WHY strategy is superior,
which is suitable to be taught to any cognitive style of students.
1.2Suggestions
In connection with the conclusion, some suggested stated as follow:
1. English teachers are recommended to use ASK to THINK TEL-WHY and
guided reciprocal questioning strategy in reading comprehension, since
both of these strategies can increase students’ reading comprehension
achievement.
2. English teachers should identify strong style patterns in their classes and
devise lesson plans which accommodate individual learning style
preferences. To improve learners reading comprehension, they need to be
aware of the beliefs learners hold; cognitive styles. Because by knowing
cognitive styles: (1) Learners who are conscious of their style make better
use of their learning opportunities. (2) Learners learn better when they
are provided with learning opportunities that enhance and extend
their learning preferences. (3) Learners work better with new learning
styles when they are given guided opportunities to practice them. These
principles suggest that learning is enhanced and enriched when
cognitive styles are properly addressed both before and during
instruction.
3. From the finding of this research, it is proved that reading strategies can
improve students’ achievement in reading comprehension. Thus, by
determining Students’ cognitive style, teachers can give appropriate
to the field dependent students, to make them better and can be equally
well with field independent students in reading comprehension.
4. Teachers can develop further study in the area of reading strategies that
expected to improve students reading comprehension achievement. It is
believed that with the advent of learner-centered approaches, future
teachers have the responsibility of training students to be capable of
deciding what their best learning path is. They should be ready to assist
and guide students through the process of reflecting on how they learn
best.
5. Teachers should make learners aware of the need of strategic, autonomous
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