THE EFFECTIVENESS OF THE EFFECTIVENESS OF 3P (PICTORIAL CONTEXT, QUESTIONING AND PRE-TEACHING VOCABULARY) IN PRE
ACTIVITY TOWARDS STUDENTS’ READING COMPREHENSION
A Thesis
A Thesis
Submitted to English Department
s a Partial Fulfilment of the Requirement for S.Pd. Degree
By:
FARIZAL RAHMAN SALEH 1001050108
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY UNIVERSITY OF MUHAMMADIYAH PURWOKERTO
2014
(PICTORIAL CONTEXT,
TEACHING VOCABULARY) IN PRE-READING ACTIVITY TOWARDS STUDENTS’ READING COMPREHENSION
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DEDICATION
This thesis is dedicated to:
- My Beloved Mother, Eny Winarsih, who always gives support,
affection, and prays for me. Thank you Mom.
- My Beloved Father, Solekhudin, who always strengthens and
supports me, even do the amazing things for my thesis. Thanks much Dad.
- My Brother, Ade Firman Saleh. Thanks boy for giving support for
me.
- Singgih Briandoko, Novan Andrianto, Anggih Hidayat Tulloh, and
Arif Setiawan who are being my partner for discussing, thank you for your support and help.
MOTTO
“Success is my right”
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ACKNOWLEDGEMENT
Assalamu’alaikumWr. Wb.
First of all, the writer would like to thank to Allah SWT, who has given mercy and
blessing so that the writer can finish this thesis. This thesis is submitted to fulfill one of the
requirements to get S.Pd. Degree from Muhammadiyah University of Purwokerto.
The writer would like to express her great apperception and gratefulness for:
1. Drs. H. Syamsuhadi Irsyad, S.H, M.H, the rector of Muhammadiyah University of
Purwokerto.
2. Drs. Akhmad, M. Pd, as the dean of the Teacher Training and Eduaction Faculty who has
given the permission to write this thesis.
3. Drs. Pudiyono, M. Hum, as the chief of the English Department who has given opportunity
and agreement to conduct this study.
4. Mrs. Endang Kusrini, S.Pd., M.Hum, as the supervisor who gave given much attention,
guidance, support, and suggestion so that the writer can finish this thesis.
5. Usrin. S.Pd., M.Hum., as the headmaster of SMP N 9 Purwokerto for giving permission for
the writer in conducting the observation.
6. Drs. Yohanes T. S.Pd., as the English teacher of SMP Negeri 9 Purwokerto for giving
precious lecture and favor.
7. All of the lecturers who had delivered their knowledge which was worth and useful for the
Finally, the writer believes that this thesis has still weaknesses. Therefore, the writer
would appreciate to invite criticisms and suggestions from the readers. Hopefully this thesis
will be useful for English education especially for teachers and English learners.
Purwokerto, July 19th, 2014
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ABSTRACT
THE EFFECTIVENES OF 3P (PICTORIAL CONTEXT, PRE-QUESTIONING, AND PRE-TEACHING VOCABULARY) IN PRE-READING ACTIVITY TOWARDS
STUDENTS’ READING COMPREHENSION
Farizal Rahman Saleh 1001050108
The aim of this research was to find out the effectiveness of 3P (Pictorial context, Pre-questioning, and Pre-teaching vocabulary) in pre-reading activity to assist students’ reading comprehension. Research participants consisted of 68 grade eight students studying at SMP N 9 Purwokerto. This research used quasi experiment method. Two classes were selected as an experimental and control group. Both groups were taught the same learning content but different treatment in the TLP. The experimental group was taught by 3P, while the control group was taught by conventional way. In collecting data, this research used tests as instrument. The research instrument consisted of a reading comprehension test which was used as pre- and post-tests. The form of the test was multiple-choice test. After getting the data, this research used t-test computation to analyze the data. Based on the result of data analysis, it was found that the result of t-test was 4.47, while the t-table score at the significant level α=0.05 for df 66 was 1.668. It could be stated that the t-value was higher than t-table (4.47> 1.668). It revealed that there was a positive effect of 3P strategy to assist students’ reading comprehension in teaching reading. Consequently, the hypothesis which stated that the use of 3P (Pictorial context, Pre-questioning, and Pre-teaching vocabulary) in pre-reading activity is effective towards students’ pre-reading comprehension was accepted.
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4. The Major Components of Reading Comprehension ... 11
5. The Principles of Teaching Reading ... 13
6. Recount Text ... 15
B. The Role of Schemata in Reading Comprehension ... 16
C. Pre-reading Activity ... 17
1. The Definition ... 17
2. The Importance of Pre-reading Activity ... 18
3. Kinds of Pre-reading Activity ... 19
D. The Implementation of 3P for Teaching Reading ... 20
1. Pictorial Context ... 21
2. Pre-questioning ... 22
3. Pre-teaching Vocabulary ... 23
E. Basic Assumption ... 25
F. Hypothesis ... 26
CHAPTER III RESEARCH METHODOLOGY A. Method of the Research ... 27
B. Place and Time of the Research ... 29
C. Subject of the Research ... 30
E. Technique of Collecting Data ... 30
F. Technique of Analyzing Instrument ... 31
F. Technique of Analyzing Data ... 35
CHAPTER IV RESULT AND DISCUSSION A. Test Result... 38
B. Discussion ... 48
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 55
B. Suggestion ... 56
LIST OF TABLE
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LIST OF FIGURE
Figure Page
4.1 The pre-test and post-test result in experimental group ... 37
4.2 The pre-test and post-test result in control group ... 39
4.3 The comparison of pre-test result ... 41
4.4 The comparison of post-test result ... 43
4.5 The average score ... 44
LIST OF APPENDICES
Appendix 1 Test Instruments
Appendix 1.1 Pre-test Test Items ... 61
Appendix 1.2 Post-test Test Items ... 67
Appendix 1.3 Answer Keys of Pre-test and Post-Test Test Items ... 74
Appendix 2 Lesson Plan
Appendix 3 Data Analysis Appendix 3.1 Validity and Item Difficulty of Pre-test ... 116
Appendix 3.2 Validity and Item Difficulty of Post-test ... 117
Appendix 3.3 Reliability of Pre-test ... 118
Appendix 3.4 Reliability of Post-test ... 120
Appendix 3.5 t-test Analysis ... 122
Appendix 3.6 Reading Aspect Analysis ... 126
Appendix 3.7 r-table ... 144
Appendix 3.8 t-table... 145
