--Jt
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EFF.ICTS OF TASK-BASED LANGUAGE LEARNING
AND UCIPROCAL TEACHING STRATEGIES
ON
STUDENTS' READING COMPREHENSION
Anesis
By:
ZJJBBIXAD
~
N•ber: 071188330024
Sab.utted to
tM haHU
Applied
IJaaaiiUa
StadyProanua
Ia
Partial
N•ent oftlae Reqlilrellleat for
Decree
of
MaPterBamulon
ENGLISH APPLIED LINGUIS11CS STUDY PROGRAM
POSTGRADUATE SCHOOL
STAT&
tJNJVERS1TY
OJ' MEDAN
2011
--Jt
~
EFF.ICTS OF TASK-BASED LANGUAGE LEARNING
AND UCIPROCAL TEACHING STRATEGIES
ON
STUDENTS' READING COMPREHENSION
Anesis
By:
ZJJBBIXAD
~
N•ber: 071188330024
Sab.utted to
tM haHU
Applied
IJaaaiiUa
StadyProanua
Ia
Partial
N•ent oftlae Reqlilrellleat for
Decree
of
MaPterBamulon
ENGLISH APPLIED LINGUIS11CS STUDY PROGRAM
POSTGRADUATE SCHOOL
STAT&
tJNJVERS1TY
OJ' MEDAN
2011
I
'
A THESIS
THE EFFECTS OF TASK-BASED LANGUAGE LEARNING
AND RECIPROCAL TEACHING STRATEGIES
ON STUDENTS' READING COMPREHENSION
ZURRIYATI
Registration Number:
07188330024
This thesis was examined on July
07th, 2011
by the Board of Examiners
Approved by
Adviser Commission
Second Adviser
.;,,
\
APPROVAL
This Thesis was examined on July 07tll, 2011 by the Board of Examiner
Board of examiners
1. Prof. TiDa Mariany
Arifin,
M.A., Ph. D
NIP.19440302196902 2 001
'"t
2. Prof.
Amrin
Saragih, M.A., Ph. D
,.,.~,),
NIP. 19550113 198203 1 002
t "i
3. Prof. Dr. LiDce SihombiDg, M. Pd
NIP. 19610425 198601 2 001
4. Dr. Didik Santoso, M. Pd
NIP. 19660616 199403 1 006
..
-ACKNOWLEDGEMENTS
The writer hardly knows where to start expressing her gratitude but for sure it
goes to all those who have assisted her in the process of completing this thesis. It would
be impossible to list all names but some deserve her special thankfulness.
The completion of this thesis is nothing without the support of many. people
around the writer. First and foremost, she would like to express her endless gratitude
primarily to Allah SWT for His forever Blessings and Mercy that has enabled her to
complete this piece of academic work as one of the requirements to obtain the degree of
Master Humaniora.
To Prof. Hj. Tina Mariany Arifm, M.A., Ph.D., her First Adviser and the former
Head, English Applied Linguistics Study Program who has spent her valuable time for
consultation, great supervision, and full support in the process of completing this thesis.
The writer canaot thank enough for all her care, attention, and suggestion that have
nurtured her intellectual thinking.
To Prof. Amrin Saragih, M.A., Ph.D., her Second Adviser; for the guidance,
comments, criticisms, encouragement, suggestions, and special note for the improvement
of the quality of the content of this thesis.
Her great gratitude is extended to Prof. Dr. Busmin Gurning, M.Pd. and Prof. Dr.
Lince Sihombing, M.Pd., Head and Secretary, English Applied Linguistics Study
Program for their administrative assistance.
She would like to thank her whole-hearted gratitude to Dr. Didik Santoso,
M.Pd., Dr. Eddy Setia, M.Ed., TESP, Prof. Dr. Lince Sihombing, M.Pd., as her reviewers
and examiners, for their valuable inputs to be inserted in this thesis. She also wishes to
· ...
express her thankfulness to all the lecturers who have given her the valuable knowledge
during the time spent studying at the English Applied Linguistics Study Program,
Postgraduate School, State University ofMedan.
Then, she would also like to express her sincere appreciation and love to her
parents and her brother, especially her beloved father and mother, A. Jalil and Rukmini
who always show thek power, endless motivation, and pray to finish the study. Next,
she
also thanks especially her beloved brother, Joni, Hany, Ramli, and Fadli and beloved
sister Chairy, Ana, Ida, Lia, Wirdya who have given love, support, and advice. Special
thanks to Suadi, her husband , who has given her the chance, spirit, motivation, and
encouragement in the process of completion her study and special thank to her children,
Raja and Ratu who have been understandable for her absence as a mother.
Her gratitude is directed to her beloved friends, Hilda, Ida, Sari, Yuyun, Dedek
Fitriah, and Sofyan Arianto who have been together in sharing ideas and support each
other. She also thanks Dra. M. Najar, M. Hum., Head of Tarbiyah Department, State of
Islamic School Malikussaleh Lhokseumawe, who permitted her to conduct the research in
this fteld, and thank to all students for their participations.
May Allah Bless us!
Medan, June 2011
The writer,
Zurriyati
Registration Number 072188330024
ABSTRACT
Zurriyati. Registration Number: 072188330024. The Effeds of Task-Based
Language Learning and Reciprocal Teaching Strategies on Students' Reading
Comprehension. A Thesis. English Applied Linguistics Study Program
Postgraduate School, State University ofMedan. 2011.
'
....
.
ABSTRAK
Zurriyati. Registration Number: 072188330024. The Effects C>f Task-Based Language Learning and Reciprocal Teaching Strategy on Students' Reading Comprehension. A Thesis. English Applied Linguistics Study Program, Postgraduate School, State University ofMedan. 2011.
'z,
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LIST OF TABLES
Table Page
2.1
Task Type... 16
2.2
Different Process Between TBLL & RT ... 343.1 2x2 Factorial Design of the Study ... -39
4.1. Frequency Distribution of Students' Achievement in Reading
Comprehension Taught by Using TBLL ... 46
4.2 Frequency Distribution of Students' Achievement in Reading
Comprehension Taught by Using RT ... 48
4.3 Frequency Distribution of Students' Achievement in
Reading Comprehension Taught by Using TBLL
with High Competence... 49
4.4 Frequency Distribution of Students' Achievement in
Reading Comprehension Taught by Using TBLL
with Low Competence ... 51
4.5 Frequency Distribution of Students' Achievement in Reading
Comprehension Taught by Using RT with High Competence ... 52
4.6 Frequency Distribution of Students' Achievement in Reading
Comprehension Taught by Using RT with low competence ... 54
4.6 Frequency Distribution for Students' Achievement in Reading
Comprehension with High Competence... 54
4. 7 Frequency Distribution for Students' Achievement in Reading
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-Comprehension with low competence ... 56
4.9 Testing Result of Data Normality (Liliefors Test)... 59
4.10 Testing Result ofHomogenity Variance by using F Test... 60
4.11 Calculation ofHomogenity (Barlett Test) ... 60
4.12 Data of the Research... 62
4.13 ANOVA Result of Students' Achievement.. in Reading Comprehension .... _... 62
4.14 Results ofTuckey Test Calculation ... 66
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LIST OF APPENDICES
APPENDIX
Page
A. Reading Comprehension Test... 76
1. Validity of the Test... 89
2. -Computation of Reliability of Reading Comprehension Test... 89
B. Data of Students' Achievement in Reading Comprehension and Competence ... ... 92
c.
Main
Data oftbeResearch...
94
D.
Calculation of the Basic Statistic... 95E.
Testing the Normality of tbe Data by Using Liliefors... ... 109F.
Testing the Homogenity of tbe Variance of the Sample... 119G.
Factorial Design with AN OVA 2 x 2 . . . .. 122H.
Tuckey Test... 125..
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CHAPTER I
INTRODUCfiON
Globalization is the term most commonly used to describe the present era.
It points to the emergence of a set of processes that relate to the rapid movement
of ideas. goods, and people around the globe. To face this condition, the people
need reading. It is a social demand that all individuals should keep up with all the
rapid changes around the world. Through reading, people get a chance to face
competitions and challenges to lead a good life. With the ability to read, one is
able to gain valuable information, and improving knowledge, that help the people
to choose and decide what is best to do for life. There is a general agreement that
reading is essential to succeed in our society and reading is the window of the
world.
Reading is lin activity to obtain the information from the written form. While
reading, the readers actively make use of any bit of clue in order to process the
amount of information from the written material. The reader has to make use of
his I her past experiences and future expectations to understand the meanings of a
text. This process shows that reading activity is not only a passive process but also
it is an active activity in getting and processing the information.
Reading is a foundation of any science mastery. There is no adequate level
of science without reading. To develop the knowledge, one must read. Bright
(1975) states that further education depends on quantity and quality of reading. In
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fact, not all learners like reading. Sometimes they feel punished when it comes to
reading. It is not an interesting subject for them. Being able to read does not mean
that they can understand the content. They just can read without having the ability
in_ c~mprehending ~e intention due_ to the fact that llfiderstanding what the writer
of the book communicates is the end product of a reading process. In other words,
a student's success in reading is evaluated by his I her ability and extent of
understanding the content being read ( Stoodt, 1981 ).
In language learning, reading is one of the four skills ( listening, speaking,
reading, and writing) which should be mastered in order to execute
communication effectively. The four skills are well intercorelated in language
learning; writing without reading will not occurre. To write, certainly needs ideas
that get through reading, and more reading should be written to inform others.
Reading and writing are the keys of knowledge, to know or to criticize for
reconfmning or rejecting previous valid concepts and theories .
However, -not all of-the reading activities is reading comprehension.
Reading and reading comprehension are different. Commonly reading is uttering
printed and written matter, and a process of communication from the writer to the
reader. Particularly reading is an activity to understand nature and behavior, to
interpret and to get the meaning of something written, printed, and embossed by
using eyes and mind. While reading comprehension is the understanding that
results from perceiving a written text. Reading comprehension involves taking
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be able to comprehend a text fully when slhe can recognize the words and
sentences of the texts and know what their meanings are.
A student reads a text to understand its meaning, as well as to put that
_ un~~rstandif!g to_usc:.Jlte sfl:ldent reads a text to
team.
to find out information, tobe entertained, to get general picture about the content of the text, to get implicit
and explicit idea, and to interpret the meaning of words, phrase, and sentence. The
purpose of reading is closely connected to a person's motivation for reading. It
will also affect the way a book is read. A dictionary is read in different ways from
the way a novel is read. In the classroom, a teacher needs to be aware of his/her
students' learning needs, including their motivation for reading comprehension
and the purpose that reading has in their lives.
Reading comprehension at the English Department is a subject that must
be studied by every student Most students of the English Department can read
English words and letters well but few of them can read it comprehensively. This
phenomena also happened at the English Study Program, State Islamic Higher
Education· ( Selroloh · Tinggi Agama Islam Negeri: STAIN) Malikussaleh
Lhok5eumawe, because they are able to read texts well but lack in understanding
the meanings as
wen
as pronunciation. It is indicated from the low score theyobtain in the examination in the middle and the last semester.
In fact, lecturers and students attempt to achieve maximum value with their
own ways and strategies, such as giving text to be translated, find out difficult
words, and try to answer the questions. These methods are implemented in every
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4
low level. So, to improve the students' reading ability some new strategies are
needed.
Based on the previous stated phenomena, the researcher is interested in
conducting a research on the effects of Task-Based Language Learning and
Reciprocal Teaching strategy on students' reading comprehension achievement
Task-Based Language Learning means a goal-oriented communicative activity
with a specific outcome, where the emphasis is on exchanging meanings, not
producing specific language fonns. Reciprocal Teaching is an instructional
activity that takes place as a dialogue between teachers and students regarding
segments of the text In this activity, the teacher and the students take turns
assuming the role. of teacher in leading the dialogue.
1.2 Problems of the Study
Based on the bac}(ground of the study previously stated, the problems are
formulated as follows.
l. Is the students' achievement in reading comprehension taught by using
TBLL higher than that taught by using RT ?
2. Is the students' achievement in reading comprehension with high
competence in Grade Point Average (GPA) taught by using TBLL higher
than that with low competence?
3. Is the students' achievement in reading comprehension with high
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5
4. Is there any significant interaction between teaching strategies and
competence in teaching reading comprehension?
1.3 Objectives ofthe Study
The objective of the study are
l) to investigate whether the students' achievement in reading
comprehension taught by using TBLL are higher than those taught by
usingRT.
2) to examine Whether the students' achievement in reading comprehension
taught by using TBLL are higher than those taught by using RT with high
competence and low competence and
3) to ascertain whether there is a significant interaction between teaching
strategies and competence in teaching reading comprehension .
1.4 Stope ef the Study
There·
are
so · many factors that influence the students in the learningprocess. They may come from internal factors such as, the students own
personality, attitude, interest, motivation, habitS, and curiosity and external factor
such as, out of school environment, school environtment, and teaching stategies.
In the teaching-learning process, there are so many strategies that can be
used to improve the students' ability and achievement specially in learning
6
RT applied to improve the students' ability in understanding reading
comprehension.
1.5 Significa~ces of !!te Study
Findings of this research are expected to be useful theoretically and
practically.
Theoretically, the results of the study will hopefully ( l ). enrich and add up
knowledge to increase quality.in teaching-learning process, especially, it related to
strategy in teaching English and reading comprehension, (2). a contribution for
lecturers of English in assisting thestudents identify the way how to use these
methods when learning reading and to facilitate their reading comprehension. It is
also expected to be useful as a trigger for further research in conducting a research
related to the improvement of the students' reading comprehension .. Meanwhile,
the result of this study will. practically. provide valuable infonnation . to English
•
language teachers in·theit attempts to decide of the best stategy, method andapproach to be applied in improving the students' reading comprehension
achievement and for teachers and students in solving many problems in reading .
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74
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