THE EFFECT OF USING OVERVIEW, ASK, READ, WRITE
EVALUATE, AND TEST( OARWET) METHOD TOWARD
READING COMPREHENSIONOF THE SECOND YEAR
STUDENTS AT STATE JUNIOR HIGH SCHOOL
3 KEPENUHAN REGENCY
OF ROKAN HULU
By
RAHMINA
SIN.10714000760
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
THE EFFECT OF USING OVERVIEW, ASK, READ, WRITE
EVALUATE, AND TEST( OARWET) METHOD TOWARD
READING COMPREHENSIONOF THE SECOND YEAR
STUDENTS AT STATE JUNIOR HIGH SCHOOL
3 KEPENUHAN REGENCY
OF ROKAN HULU
Thesis
Submitted as Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education
(S.Pd.)
By
RAHMINA
SIN.10714000760
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
i ABSTRACT
Rahmina (2013) : “The Effect of Using Overview, Ask, Read, Write, Evaluate,and Test ( OARWET ) Method Toward Reading Comprehension of the Second Year Students at State Junior High School 3Kepenuhan, Regency of RokanHulu.
The title of this research was “The Effect of Using Overview, Ask, Read, Write, Evaluate,and Test ( OARWET ) Method Toward Reading Comprehension of the Second Year Students at State Junior High School 3 Kepenuhan, Regency of RokanHulu”. The research consisted of three formulations of the problem: how students’ reading comprehension taughtby using OARWET method was, how students’ reading comprehension taught by using conventional strategy was, and whether or not there was thosea significant difference between students taughtby using OARWET method and students taught by using conventional strategy to improve their reading comprehension.
The objective of this research was to find out the effectof using Overview Ask, Read,Write,Evaluate and Test ( OARWET) Method Toward Reading Comprehension Of The Second Year Students at State Junior High School 3Kepenuhan, Regency of RokanHulu. The research was carried out at SMPN 3 Kepenuhan. It was conducted from Februari to Maret 2013. The subject of the research was the second year students of SMPN 3 Kepenuhan. The population of this research was 50 students.
The technique of data collection used in this research was test. The test was given to know the students’ reading comprehension. The test was given twice, before and after treatment. The result of test beforetreatment indicated that the students’ reading comprehension in experiment class was “enough” with mean 55.04 and control class was “less” with mean 49.28.The result of test after treatment indicated that the students’ reading comprehension of experiment class was “good” with mean 69.28, while at control class was “enough” with mean 59.36
After the data were analyzed by t-test, it was obtained that the mean of the students’ score after treatment was higher than the mean of students’ score before treatment, where was higher than at the significant level of 5% and 1% (2.01 <5.271>2.68). It means, was accepted and was rejected, So in conclusion there was a significant difference of using Overview Ask, Read, Write, Evaluate and Test ( OARWET) Method Toward Reading Comprehension Of The Second Year Students at State Junior High School 3 Kepenuhan, Regency of RokanHulu.
ii
ABSTRAK
Rahmina (2013): “PengaruhPenggunaanMetode Overview, Ask, Read,
Write, Evaluate and Test (OARWET)
dalamMeningkatkanPemahamanMembacaSiswapadaSis
waKelasDua SMPN 3
KepenuhanKabupatenRokanHulu.”
Judul dari penelitian ini adalah “PengaruhPenggunaanMetode Overview,
Ask, Read, Write, Evaluate and Test (OARWET)
dalamMeningkatkanPemahamanMembacaSiswapadaSiswaKelasDua SMPN 3 KepenuhanKabupatenRokanHulu ”. Penelitian ini memiliki tiga rumusan masalah yaitu : bagaimana pemahaman membaca siswa yang diajarkan dengan menggunakan metodeOARWET, bagaimana pemahaman membaca siswa yang diajarkan dengan menggunakan strategi biasa, dan apakah ada perbedaan yang signifikan antara siswa yang diajarkan dengan menggunakan metode OARWET dan siswa yang diajarkan dengan menggunakan strategi biasa dalam meningkatkan pemahaman membaca siswa.
Tujuan dari penelitian ini adalah hanya untuk menemukan effect dari penggunaan metodeOverview, Ask, Read, Write, Evaluate and Test (OARWET) dalamMeningkatkanPemahamanMembacaSiswapadaSiswaKelasDua SMPN 3 KepenuhanKabupatenRokanHulu Dilaksanakan dari bulan februari hingga bulan maret 2013. Subjek dari penelitian ini adalah siswa kelas dua SMPN 1 Kepenuhan. Populasi dalam penelitian ini adalah 50 siswa.
Dalampenelitianini, teknikpengumpulan data yang digunakanadalahtes.Tesdiberikanuntukmengetahuipemahamanmembacasiswa.Tes
diberikandua kali,
sebelumdansesudahtindakan.Hasiltessebelumtindakanmenunjukkanbahwapemaha manmembacasiswapadakelaseksperimendikategorikan “ cukup ” dengan rata-rata 55.04 danpadakelaskontrol dikategorikan “ kurang” dengan rata-rata49.28. Hasil tes setelah tindakan menunjukkan bahwa pemahaman membaca siswa pada kelas eskperimen mengalami kemajuan yakni “ baik ” dengan rata-rata69.28 sedangkan pada kelas kontrol dikategorikan “ cukup “ dengan rata-rata 59.36.
Setelah data dianalisis dengan menggunakan uji-t, diperoleh rata-rata hasil belajar siswa sesudah tindakan lebih tinggi dari rata-rata hasil belajar siswa sebelum tindakan, dimana lebih tinggi dari untuk taraf signifikan 5% dan 1% (2.01<5.271>2.68). hal ini berarti, Ha diterima dan Ho ditolak. Jadi,
bisadisimpulkanbahwaadaperbedaan yang
signifikandalampenggunaanmetodeOverview, Ask, Read, Write, Evaluate and
Test (OARWET)
dalamMeningkatkanPemahamanMembacaSiswapadaSiswaKelasDua SMPN 3 KepenuhanKabupatenRokanHulu
iii
ACKNOWLEDGEMENT
Praises belong to Allah, the lord of Universe, who has rewarded the writer’s time, energy, opportunity, financial, health, and the most is belief. Sholawat and gratitude due to our prophet Muhammad Peace Be upon Him. Due to Allah, the writer can finish and complete this paper to fulfill one of the requirements for the award of undergraduate degree at English Education Department of Education and Teacher Training Faculty of State Islamic University Sultan SyarifKasim Riau.
In conducting this research and arranging this thesis, the writer has obtained significant helps, suggestions, encouragements, motivation, supports, and conveniences from many sides. Therefore, the writer would like to express her thankfulness in depth to:
1. Prof. Dr. H. M. Nazir, the Rector of UIN Suska Riau. Thanks for his Kindness and Encouragement.
2. Dr.HMas’udZein,M.Pdthe Dean of Education and Teacher Training Faculty. Thanks for her Kindness and Encouragement.
3. Drs.M.Syafi’i,S.MPdas the chairperson of English Education Department and also my supervisor who has given me correction, suggestion, support, advice and guidance in completing this thesis.
4. M. FauzanAnshari,SPd.i M.Sc. the secretary of English Education Department who has given me correction, and suggestion in finishing this thesis.
iv
5. Drs.SamsiHasan,MH.S.c, as the investigator supervisor who has guide and supported in completing this paper. Thank you for his though, time, comment and advice.
6. All of my lecturers, who have given their knowledge guidance during her study program.
7. The Headmaster of SMP 3 KepenuhanHotnidaSikumbangSP.d, Yunnita, S,Pd. , the teacher English, and all who have given opportunity to conduct the research as well as all seconds year students at the school. Thanks so much.
8. My beloved parents,A.Syaripuddin and Maryam (Alm). Thank you for giving me love, advice, support and pray. There is no love like your love to me. I love you so much.
9. My beloved Sister and Brother, AsmaraniSP.d,Wahyu SP.SS, Nurjanah, Edi Chandra, Ajmal thanks for your love, support and pray.
10. My beloved nieces, Vita LalaPuput. I Love you...
11. My beloved Uncle and Aunt H.
Jamhur,HjNisriani,M.Isa,Salmiati,Damrizal,Yuana
12. All of dormitory members,Elen,Vina,Ima,Mimi,Rahmi,Nia,Zita,Zila,Sarah Thank for your support and many all.
13. My classmates, especially for Fina,FitriEri, Ona,AilaIlisIbal,Cori and also all My friends of English Education Department in the academic 2007 Finally, the writer realized that this thesis is far from being perfect. Thus, comments, critics, and constructive and advices are very much appreciated.
v May Allah Almighty bless them all.Amiin....
Pekanbaru,th, 2014 The Writer
vi
LIST OF CONTENT
SUPERVISOR’S APPROVAL ... ……….i
EXAMINERS’ APPROVAL... ii
ACKNOWLEDGMENT ...iii
ABSTRACT...vi
LIST OF CONTENT... . ix
LIST OF THE TABLE... ...xi
LIST OF APPENDIX... ... xii
CHAPTER I INTRODUCTION A. The Background ... 1
B. The DefenitonOf The Term……….. 5
C. Problem ... 6
1. The Identification of the Problem ... 6
2. The Limitation of the Problem ... 6
3. The Formulation of the Problem. ... 7
D. The Reason of Choosing the Title ... 7
E. Objectives and Significant of the Research ... .. 8
F. The Needs of the Research ... … 8
CHAPTER II REVIEW OF LITERATURE A. Theoretical Framework ... . 9
1. The Nature of Reading ... . 9
2. The Nature of reading Comprehension ... 10
3.the nature of narrative text ... 12
4. The factors of influence students reading comprehension ... 17
5 The Nature of OARWET Method ………..18
B. Relevant Research ... 21
C. Operational Concept ... 22
vii
1. The Assumption ... 24
2. The Hypothesis ... 24
CHAPTER III RESEARCH METHODOLOGY A. The Design of the Research ... 25
B. The Time and Location of the Research... 28
C. The Subject and Object of the Research... 28
D. The Population and Sampling ... 29
E. The Technique of Colecting Data... 30
F. The Validity and Reliability of the Test ... 31
G. The Technique of Data Analysis………..40
CHAPTER IV PRESENTATION AND ANALYSIS A. The data presentation………..43
1. The data presentation of student’s reading comprehension………..43
B. The data analysis……….51
2. The data analysis of student’s reading comprehension………..51
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion………61
B. Suggestion ………...62
1. Suggestion for Teacher………..62
2. Suggestion for Students……….63
