THE EFFECT OF USING GENERATIVE VOCABULARY STRATEGY ON READING COMPREHENSION OF NARRATIVE TEXT OF
THE SECOND YEAR STUDENTS AT MA DAARUN NAHDHAH BANGKINANG
By
AHMAD EFENDI SIN. 10714000776
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1435 H/2014 M
THE EFFECT OF USING GENERATIVE VOCABULARY STRATEGY ON READING COMPREHENSION OF NARRATIVE TEXT OF
THE SECOND YEAR STUDENTS AT MA DAARUN NAHDHAH BANGKINANG
Thesis
Submitted to Fulfill One of theRequirements for Undergraduate Degree in English Education
(S.Pd.)
By
AHMAD EFENDI SIN. 10714000776
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1435 H/2014 M
ABSTRAK
Ahmad Efendi, (2014) : Pengaruh dari Penggunaan Strategi Generative Vocabulary terhadap Pemahaman Bacaan Siswa pada Teks Naratif Tahun Kedua di MA Daarun Nahdhah Bangkinang.
Berdasarkan studi pendahuluan penulis, di temukan bahwa siswa belum mampu memahami sebuah bacaan dalam buku pelajaran di sekolah. Masalah ini disebabkan oleh beberapa faktor. Misalnya, sebagian siswa kurang memahami tentang isi dari teks bacaan dan tidak bisa mengidentifikasi informasi dari teks bacaan. Mereka juga tidak bisa menjawab pertanyaan yang diberikan setelah membaca teks yang diberikan.Jadi, penulis tertarik mengadakan penelitian tentang masalah tersebut.
Penelitian ini diadakan di MA Daarun Nahdhah Bangkinang. Subjek dari penelitian ini adalah siswa tahun kedua MA Daarun Nahdhah Bangkinang, dan objek dari penelitian ini adalah pengaruh dari strategy Generative Vocabulary.
Adapun jenis penelitiannya adalah Quasi-experiment.
Populasi dari penelitian ini adalah seluruh siswa tahun kedua. Keseluruhan dari jumlah populasi adalah 159 siswa. Dikarenakan jumlah populasinya sangat banyak, peneliti menggunakan random sampling yang hanya mengambil dua kelas sebagai sampel: XI B yang terdiri dari 30 siswa sebagai kelompok experimen, dan XI C yang terdiri dari 30 siswa sebagai kelompok kontrol. Jadi, jumlah sample dari dua kelas tersebut adalah 60 siswa.Untuk data analisisnya, peneliti menggunakan Independent sample T-test melalui SPSS.
Setelah data di analisis, peneliti menemukan pengaruh yang signifikan dari penggunaan strategy Generative Vocabulary.terhadap pemahaman bacaan siswa pada teks naratif tahun kedua di MA Daarun Nahdhah Bangkinang, dimana tobserved menunjukkan 5.843 pada level signifikan 5% ttableadalah 2.00, danpada level 1% ttableadalah 2.65. Maka, Null Hypothesis (Ho) ditolak, dan Alternative Hypothesis (Ha) diterima, ditunjukkan dengan 2.00<5.843>2.65
Kesimpulannya, pengunaan strategy Generative Vocabulary memberikan sebuah pengaruh yang lebih baik terhadap pemahaman bacaan siswa tahun kedua pada teks naratif di MA Daarun Nahdhah Bangkinang.
.
v ABSTRACT
Ahmad Efendi, (2014) : The Effect of Using Generative Vocabulary Strategy on Reading Comprehension of Narrative text of the Second Year Students at MA Daarun Nahdhah Bangkinang.
Based on the writer’s preliminary study, it was found that the students could not comprehend the meaning of texts in their text books at the school. This problem was caused by some factors. For example, some students could not understand about the content of reading text and identify the detailed information of the text.They could not also answer the questions given after reading a text So, the writer was interested in carrying out the research about this problem.
The research was administered MA Daarun Nahdhah Bangkinang. The subject of the research was the second year students MA Daarun Nahdhah Bangkinang, and the object of this research was the effect of using Generative Vocabulary Strategy. The design of this research was quasi- experimental design.
The population of this research was all of the second year students. The total number of population was 159 students. Because the number of population was large, the researcher used random sampling by taking two classes only as sample, XI B consisted of 30 students as experimental group, and XI C consisted of 30 students as control group, so the number of sample from two classes was 60 students. To analyze the data, the researcher used Independent t-test formula by using SPSS.
After analyzing the data, the researcher found that there was significant effect of using Generative Vocabulary Strategy on Reading Comprehension of Narrative text of the second Year students MA Darun Nahdhah bangkinang, where tobservedshows 5.843 at significant level of 5%, ttableshows 2.00, and at level of 1%, ttableshows 2.65. Thus, Null Hypothesis (Ho) is Rejected, and Alternative Hypothesis (Ha) is Accepted, which shows 2.00<5.843>2.65
In conclusion, using Generative Vocabulary Strategy has given a better effect for students reading comprehension of Narrative text of the second Year students MA Darun Nahdhah bangkinang.
ﺺﺨﻠﻣ
) يﺪﻨﯿﻔﯾإ ﺪﻤﺣأ ةءاﺮﻗ ﻢﮭﻓ ﻰﻟإ ﺔﯾﺪﯿﻟﻮﺘﻟا تادﺮﻔﻤﻟا ﺔﯿﺠﯿﺗاﺮﺘﺳأ ماﺪﺨﺘﺳا ﺮﯿﺛﺄﺗ :( 2014
صﻮﺼﻨﻟا ﻰﻠﻋ بﻼﻄﻟا ﺔﺳرﺪﻤﻟﺎﺑ ﻲﻧﺎﺜﻟا ﻒﺼﻟا بﻼﻄﻟ ﺔﯿﺼﻘﻟا
.ﻎﻧﺎﻨﯿﻜﻧﺎﺑ ﺔﻀﮭﻨﻟا راد ﺔﯿﻟﺎﻌﻟا
ﻲﻓ ةءاﺮﻘﻟا ﻢﮭﻓ ﻰﻠﻋ نورﺪﻘﯾ ﻻ بﻼﻄﻟا نأ ﺚﺣﺎﺒﻟا ﻒﺸﻛ ،ﺔﯿﻟوﻷا ﺔﺳارﺪﻟا ﻰﻠﻋ ءﺎﻨﺑ صﻮﺼﻧ تﺎﯾﻮﺘﺤﻣ ﻦﻋ بﻼﻄﻟا ﻢﮭﻓ ﻞﯿﻠﻗ :ﺎﮭﻨﻣ ﻞﻣاﻮﻌﻟا ﺾﻌﺑ ﺎﮭﺑﺎﺒﺳأ ﻦﻣ .ﺔﯿﺳارﺪﻟا ﻢﮭﺒﺘﻛ
ﻠﻌﻤﻟا ﻦﯿﯿﻌﺗ ﻰﻠﻋ نورﺪﻘﯾ ﻻ و ةءاﺮﻘﻟا ﺔﺑﺎﺟإ ﻰﻠﻋ بﻼﻄﻟا رﺪﻘﯾ ﻻو .ةءاﺮﻘﻟا ﺺﻧ ﻦﻣ تﺎﻣﻮ
.ﺔﻘﺑﺎﺴﻟا تﻼﻜﺸﻤﻟا ﻦﻋ ﺔﺳارﺪﻟا هﺬھ ءادأ ﻲﻓ ﺚﺣﺎﺒﻟا ﺐﻏر ﻚﻟﺬﻟ .ﺺﻨﻟا ةءاﺮﻗ ﺪﻌﺑ ﺔﻠﺌﺳﻷا هﺬھ ﻲﻓ ﻊﯿﺿاﻮﻤﻟا ﺖﻧﺎﻛ .ﻎﻧﺎﻨﯿﻜﻧﺎﺑ ﺔﻀﮭﻨﻟا راد ﺔﯿﻟﺎﻌﻟا ﺔﺳرﺪﻤﻟﺎﺑ ﺔﺳارﺪﻟا تﺪﻘﻋ
ﻧﺎﺑ ﺔﻀﮭﻨﻟا راد ﺔﯿﻟﺎﻌﻟا ﺔﺳرﺪﻤﻟﺎﺑ ﻲﻧﺎﺜﻟا ﻒﺼﻟا بﻼط ﺔﺳارﺪﻟا هﺬھ ﻲﻓ فﺪﮭﻟا و ﻎﻧﺎﻨﯿﻜ
ﺔﺳارﺪﻟا ﺔﯿﺠﯿﺗاﺮﺘﺳأ
ﺔﯿﺠﯿﺗا ﺔﯾﺪﯿﻟﻮﺘﻟا تادﺮﻔﻤﻟا .ﺔﺑﺮﺠﺘﻟا ﮫﺒﺷ ﺔﺳارد ﻲھ ةارﺪﻟا هﺬھ .
رﺪﻘﺑ ﻲﻧﺎﺜﻟا ﻒﺼﻟا بﻼط ﻊﯿﻤﺟ ﺔﺳارﺪﻟا هﺬھ ﻲﻓ داﺮﻓﻷا 159
ﺚﺣﺎﺒﻟا ﺬﺧأ ﻢﺛ ﺐﻟﺎط
ﮫﯿﻓ ءﺎﺒﻟا ﺮﺷﺎﻌﻟا ﻒﺼﻟا ﺎﻤھ ﻦﯿﻠﺼﻔﻟا رﺪﻘﺑ تﺎﻨﯿﻌﻟا 30
ﺎﻌﻟا ﻞﺼﻔﻟا و ﺔﺑﺮﺠﺘﻟا ﻞﺼﻔﻠﻟ ﺎﺒﻟﺎط
ﺮﺷ 60 رﺪﻘﺑ ﺔﺳارﺪﻟا هﺬھ ﻲﻓ تﺎﻨﯿﻌﻟا عﻮﻤﺠﻣ و ﻂﺒﻀﻟا ﻞﺼﻔﻠﻟ ﺎﺒﻟﺎط 30 ﮫﯿﻓ ءﺎﺠﻟا ﻲﻓ .ﺎﺒﻟﺎط
ت ﺔﻠﻘﺘﺴﻣ ﺔﻨﯿﻋ ﺚﺣﺎﺒﻟا مﺪﺨﺘﺳا تﺎﻧﺎﯿﺒﻟا ﻞﯿﻠﺤﺗ .س س ف س لﻼﺧ ﻦﻣ رﺎﺒﺘﺧﻻا -
ﺔﯿﺠﯿﺗاﺮﺘﺳأ ماﺪﺨﺘﺳا ﺮﯿﺛﺄﺗ كﺎﻨھ نأ ﺚﺣﺎﺒﻟا ﻒﺸﻛ تﺎﻧﺎﯿﺒﻟا ﻞﯿﻠﺤﺗ مﺎﻤﺗ ﺪﻌﺑ تادﺮﻔﻤﻟا
ﺔﯾﺪﯿﻟﻮﺘﻟا ﻄﻟا ةءاﺮﻗ ﻢﮭﻓ ﻰﻟإ
ﺔﺳرﺪﻤﻟﺎﺑ ﻲﻧﺎﺜﻟا ﻒﺼﻟا بﻼﻄﻟ ﺔﯿﺼﻘﻟا صﻮﺼﻨﻟا ﻰﻠﻋ بﻼ
ﻰﻠﻋ لﺪﺗ ﺔﻈﺣﻼﻤﻟا ت نأ ﻊﻣ ﻎﻧﺎﻨﯿﻜﻧﺎﺑ ﺔﻀﮭﻨﻟا راد ﺔﯿﻟﺎﻌﻟا 5،843
ﺔﻟﻻﺪﻟا ىﻮﺘﺴﻣ ﻲﻓ 5
ﻲﻓ
ﻮﺤﻧ لوﺪﺠﻟا ت ﺔﺋﺎﻤﻟا 2،00
ﺔﻟﻻﺪﻟا ىﻮﺘﺴﻣ ﻲﻓ ﻲھ ﺔﺋﺎﻤﻟا ﻲﻓ 1
ﺔﯿﺿﺮﻔﻟا ﺖﻧﺎﻛ ﻚﻟﺬﻟ . 2،65
ﺗ ﺎﻣ ﺔﻟﻮﺒﻘﻣ ﺔﻠﯾﺪﺒﻟا ﺔﯿﺿﺮﻔﻟا و ﺔﺿﻮﻓﺮﻣ ﺔﯾﺮﻔﺼﻟا ﻰﻠﻋ لﺪ
2،00
>
5،843
<
2،65
. ةءاﺮﻗ ﻢﮭﻓ ﻰﻟإ ﺮﺛﺆﺗ ﺔﯾﺪﯿﻟﻮﺘﻟا تادﺮﻔﻤﻟا ﺔﯿﺠﯿﺗاﺮﺘﺳأ نأ ﻮھ ﺔﺳارﺪﻟا هﺬھ ﻲﻓ طﺎﺒﻨﺘﺳﻻا
.ﻎﻧﺎﻨﯿﻜﻧﺎﺑ ﺔﻀﮭﻨﻟا راد ﺔﯿﻟﺎﻌﻟا ﺔﺳرﺪﻤﻟﺎﺑ ﻲﻧﺎﺜﻟا ﻒﺼﻟا بﻼﻄﻟ ﺔﯿﺼﻘﻟا صﻮﺼﻨﻟا ﻰﻠﻋ بﻼﻄﻟا
iii
ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful, praise belong to Allah Almighty, the lord of Universe. Through His guidance and His blessing, the writer has completed academic requirement for the award of bachelor degree at the Department of English Education, Faculty of Education and Teacher Training of State Islamic University (UIN) Sultan Syarif Kasim Riau.
The title of this Thesis is The Effect of Using Generative Vocabulary Strategy on Reading Comprehension of Narrative Text of the Second Year Students at MA Daarun Nahdhah Bangkinang. In this occasion, the writer would like to express the great thanks to:
1. Prof. Dr. H. M. Nazir, the Rector of State Islamic University of Sultan Syarif Kasim Riau.
2. Dr. H. Mas’ud Zein, M. Pd, the Dean of Education and Teacher Training Faculty and all staff.
3. Drs. M. Syafi’i. S. M.Pd, the Chairperson of English Education Department of UIN Suska Riau.
4. M. Fauzan Ansyari, S.Pd.I, M.Pd, the Secretary of English Education Department of UIN Suska Riau.
5. Dr. H. Abdullah Hasan, M. Sc, as my academic adviser who has provided me the very valuable guidance, advices as well as encouragement in the accomplishment of the thesis.
6. Yasir Amri, M.Pd, as my supervisor who has given me correction, suggestion, support and guidance in completing and finishing this thesis.
7. All lecturers who have given me their knowledge and information through the meeting in the class.
8. Drs. H. Rusydi Nur, S.Ag The Headmaster of MA Daarun Nahdhah.
Martina Susanti, S.Pd., The English teacher of MA Daarun Nahdah
9. My beloved parents Abdul Aziz (Alm) and Maraini who have given me everything and useful supports to accomplish this thesis.
10. My beloved sisters: Marlina, Leni Misrayati and Sunarti, who have given me support to accomplish this thesis.
11. My beloved nephew and nieces : Suaibatul Aslamiyah, Rifka Zahera, Rafi Alfaid, Nabila Afifah and Ari Yudistira.
12. My best friends : Johari Nur, S.Pd, Taufik akbar, S.Pd, M. Fajri hamdy, Herman, M. Khairin, Ruly sujianto, Wahyudi, bang Hardy, Nur Rahman, Syahputri Desnawita and who has given me support in fininshing this thesis. All members of PBI E class and for all people who have given me the great support in conducting and finishing this thesis.
13. Special thanks to my beloved Angel (Sulasah, S.Hi), who always motivate and support me in finishing this thesis. I Love YOU
Finally, the writer really realizes that there are many weaknesses on the thesis. Therefore, constructive critiques and suggestion are needed in order to improve this thesis.
May Allah Almighty, the Lord of universe bless you all. Amin . . . Pekanbaru, April 11th2014
The writer
AHMAD EFENDI SIN. 10714000776
ix
THE LIST OF CONTENT
SUPERVISOR APPROVAL……….. i
EXAMINER APPROVAL………. ii
ACKNOWLEDGEMENT ……… iii
ABSTRACT ... v
THE LIST OF THE CONTENT ... viii
THE LIST OF TABLE ... x
THE LIST OF APPENDIXES ... xi
CHAPTER I: INTRODUCTION A. The Background……… 1
B. The Definition of the Term... 4
C. The Problem ... 6
1. The Identification of the Problems ... 6
2. The Limitation of the Problem ... 7
3. The Formulation of the Problem ... 7
D. The Objective and Significance of the Research... 7
1. The Objective of the Research ... 7
2. The Significance of the Research ... 8
CHAPTER II: LITERATURE REVIEW A. The Theoretical Framework ... 9
1. The nature of Reading comprehension ……..…………..…. 9
2.Strategies for Teaching Reading Comprehension…………... 13
3. The Concept of Generative Vocabulary Strategy….………. 17
B. The Relevant Research……….. 24
C. Operational Concept……….. 25
D. The Assumption and Hypothesis... 27
1. Assumption... 27
2. Hypothesis ... 28
CHAPTER III: RESEARCH METHOD
A. The Research Design... 29
B. The Location and Time of the Research... 30
C. The Subject and Object of the Research... 30
D. The Population and Sample of the Research... 30
1. Population... 30
2. Sample ... 31
E. The Validity and Reliability of the Test ... 31
1. Test Blue Print ... 34
2. Validity ... 34
2. Reliability ... 39
F. The Technique of Data Analysis... 42
CHAPTER IV: DATA PERSENTATION AND DATA ANALYSIS A. The Data Presentation ... 43
1. The Technique of Data Analysis ... 43
2. The Data from Experimental Group... 44
3. The Data from Control Class ... 48
4.Data Presentation of the effect of using Generative... 51
Vocabulary Strategy on Reading Comprehension….……… 48
B. The Data Analysis ... 49
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion... 56
B. Suggestion ... 57
1. Suggestion for Teacher... 57
2. Suggestion for Students... 57 BIBLIOGRAPHY
APPENDIXES
CURRICULUM VITAE
ix LIST OF TABLE
Table III.1 Research Design ……….... 29
Table III.2 Total Population and Sample at the Second Year Students of MA Daarun Nahdha Bangkinang ……... 30
Table III.3 The classification of student’s score………... 33
Table III.4The Blueprint of the Test………... 34
Table III.5 The Students are able to identify Main Idea in Reading Text….... 36
Table III.6 The Students are able to identify unfamiliar words... 36
Table III.7The Students are able to identify information in Reading Text... 37
Table III.8 The Students are able to identify word reference……..………... 38
Table III.9 The Students are able to identify the generic structure... 38
Table IV.1 The Score of the Students’ Reading Comprehension Taught By using Generative Vocabulary Strategy…... 45
Table IV.2 The Frequency Score Pre-Test of Experimental Class…………... 46
Table IV. 3 The Frequency Score Post-Test of Experimental Class…………. 46
Table IV.4 The Mean and Standard Deviation of Pre-test and Post-test of Experimental Class………. 47
Table IV.5 The Score of the Students’ Reading Comprehension Taught by Using Conventional strategy...………. 49
Table IV.6 The Frequency Score Pre-Test of Control Class ………... 50
Table IV.7 The Frequency Score Post-Test of Control Class………... 51
Table IV.8 The Mean and Standard Deviation of Pre-Test and Post-test of Control Group……….... 51
Table IV. 9 Students’ Pre- Test and Post-Test of Experimental and Control Class……….………. 52
Table IV.10 Output group statistics………...………. 53
Table IV.11 Output Independent Sample T-Test……….. 54
List of Appendix
Appendix 1 Table “T”
Appendix 2 Table “r”
Appendix 3 The Table of Item Difficulty in try out of Reading Test Appendix 4 Lesson Plan
Appendix 5 Sylabus Appendix 6 Test Reading
Appendix 7 Students’ Reading Score for Experimental and Control Class Appendix 8 Recommendation Letters
