IMPROVING STUDENTS ACHIEVEMNT IN READING EXPOSITION TEXT THROUGH LIST-GROUP-LABEL STRATEGY.

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IMPROVING STUDENTS’ ACHIEVEMENT IN READING

EXPOSITION TEXT THROUGH LIST- GROUP- LABEL

STRATEGY

A THESIS

Submitted to Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

BY:

WILDAH HAYATI NASUTION

Register Number: 209421050

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ACKNOWLEDGEMENT who had delivered the truth to human beings in general and Muslim in particular.

In arranging this thesis, a lot of people have provided motivation, advice, support, and even remark that had helped the researcher. In this valuable chance, the researcher aims to express her gratitude and appreciation to all of them.

 Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., Dean of Faculty of Languages and Arts for her administrative assistance toward the prerequisites of the thesis submission.

 Prof. Dr. Hj. Sumarsih, M.Pd., Head of English Department and also as her thesis consultant, for his advice, guidance, comments, suggestions, and precious time he spent on supervising the writing of this thesis.

 Dra. Masitowarni, M.Ed., Head of English Education Department, thank you for the wise and assistance in managing all the administrative process requirements

 Dr. Zainudddin, DIP.TEFL.M.Hum her Academic Consultan for advice and suggestion to do this this thesis.

 The headmaster of Man Panyabungan Irpansyah, S.Pd.MA and the English teacher Juraidah S.Pd for all their permission and support to do this thesis. Also all the students of class XI MAN Panyabungan, for their good attention and their best in doing the test.

 Alm. M Thamrin and Siti Hasanah as her beloved parents from the deepest give appreciate for the endless love, pray, and support.

 Her beloved brothers , Ikhwan Yasir, Rahmat Lokot, Enda Paris, Gontar Pardamean, Ahmad Rosyadi and Ahmad Paisal for being such good brothers and always prayed and supported her.

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For the readers , just to relized that this thesis is far from perfect, therefore for the suggestion, comment, critics and adviser . thank you so much.

Medan, Desember 2013 The writer

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ABSTRACT

Nasution, Wildah Hayati. Improving Students’ Achievemnt in Reading

Exposition Text Through List-Group-Label strategy. A thesis English Department. Faculty of languange and Art. State University of Medan 2013

This study attempted to improve students’ reading exposition text through List -Group-Label Strategy. This study was conducted by using classroom action research. The subject of this reserach was second grade MAN Panyabungan whisch consisted of 40 student. The research was conducted in two cycles, each cycle consisted of three meetings. The instrument for collecting data used reading comprehension test to found the quantitative data and the instrument for qualitative data used observation sheet, interview sheet and questionaire sheet.

Based on the data analysis in students’ score kept improving in each test, the

mean of students’ score from orientation test was 49,5, in cycle I was 66,5 and

then in cycle II was 82,5. Based on qualitative data , it was found that teaching learning process ran well. Students were active, enthiustic, and interest in reading exposition text. so far in relation to the data anlysis, it is improved that

List-group-Label strategy give the improvement to the students’ achievement in reading

exposition text.

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LIST OF TABLE

Table 2.1 Activities In Cycle List-Group-Label ... 24

Table 3.1 Activities In Cycle I ... 33

Table 3.2 Activities in Cycle II ... 37

Table 4.1 The Result Of Students’ Score ... 43

Table 4.2 The Comparison Of The Students’ Score ... 45

Table 4.3 The Percentage Of The Students’ Achievement ... 46

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LIST OF FIGURE

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LIST OF APPENDICES

APPENDIX A Lesson Plan ... 54

APPENDIX B Observation Sheet ... 71

APPENDIX C Interview with Teacher ... 72

APPENDIX D Interview with Students ... 74

APPENDIX E Questionnaire Sheet ... 77

APPENDIX F Reading Test ... 79

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CHAPTER I

encounter difficulties when reading compulsory books written in that language. In

order to gain what the people need to know from written language, they have read

several reading source such as magazine, novel, short story, religious book, etc.

Reading is an essential skill for all students at all level, by reading, the

student are required to be able to read and understand the content of the text well.

Grabe and Stroller (2002; 9) state that reading is ability to draw meaning from the

printed page and interpret the information appropriately.

Reading is not as easy as people think. Reading is a complex process, so

that people faced some difficulties when they want to get information through

reading. Similarly, the students also find some difficulties while reading a text.

For instance are, the student get some difficult in drawing the meaning, and they

contain of the text. They could not grasp the ideas and answer the question based

on the text. It means that they cannot comprehend the text.

Reading comprehension is a process of constructing meaning from the text.

The reader is expected to be able to recreate the meaning intended by the writer

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Based on my experience during conducting teaching practice (PPL) most of the students

have any problems to comprehend the text. Based on syllabus and textbooks used by students at

Senior High School Level that students are required to be able to master the material related to

exposition text. but in a fact the students find it very difficult to understand the exposition text. It

happened because the student has lack in prior knowledge or experience with the vocabulary or

content being explained, unfamiliar with the topic, lack of experience reading.Those factors

effected student achievement. It made student had low achievement in reading exposition text.

Besides that, the students felt that the teaching learning process in reading a text was

monotonous and uninterested. The student were just asked to read the text, translated it into

Indonesian, discussed the content, and finally they were asked to answer the question based on

the text. This situation makes them lazy to study English.

So, One of the solution that researcher recommended that can be used to solve the problem

in reading exposition text is by using List-Group-Label strategy. List-Group-Label Startegy is a

pre- reading startegy that a grouping and labelling activity prior to reading helps students predict

and clarify the meanings of words and the upcoming text. Besides the strategy encourages

students to improve their vocabulary and categorization skills and learn to organize concepts.

Categorizing listed words, through grouping and labeling, helps students organize new concepts

in relation to previously learned concepts. By using this strategy the researcher will help the

students get the many words and enjoy while they are studying in a text and also will motivate

and encourage the student in learning.

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Based on the background of the study, the problem of this study is formulated as the

following “is the student achievement in reading exposition text improved if they are taught by

applying List-Group-Label Strategy?”

C. The Objective of the Study

The objective of study is to investigate whether the application of List-Group-Label

strategy significantly improve the student achievement in reading exposition text.

D. The Scope of the Study

The scope of this study is to improve the student achievement in reading expository text

through List-Group-Label strategy.

E. The Significance of the Study

The study is conducted in order to know about List-Group-Label and the findings are

expected to have both theoretical and practiced importance to the English teacher and student.

1. Theoretically, this study is to enrich the theories for teaching reading, especially for Senior

High School level.

2. Practically, this study are expected to:

a. Help the student to increase their achievement in comprehending when they are reading a

text and allow them to involve actively in the learning process.

b. Make students more active in managing their lesson in their teaching learning process.

c. Provide the English teachers to plan and conduct a better and interesting strategy in

learning process.

d. Make the teacher knows and understands the characteristics of his students, so he can

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the analysis of the data it can be concluded as follow :

The ability of the student second grade in MAN Panyabungan in reading

exposition text was improved. It is showed by the mean students score of reading

test in orientation test 49,5 students’ score in cycle I 66,5 and students’ score in

cycle II 82,5.

The students’ score continously improved in each reading test and they

could answer the question well. Besides the student were more active, interested

and enthusiatic in reading exposition text. List-Group-Label Strategy also helped

the students to understand the content of the text, by exploring their prior

knowledge and making a list of word or sentences based on the topic.

List-Group-Label also made studnts more confident to express their ideas through group

discussion , to speak up in the class and they also got more new vocabularies.

Therefore, List-Group-Label strategy significally can improve the students’

achievement in reading exposition text.

B. Suggestion

It is suggested that List-Group-Label strategy could improve the students’

achievement in reading comprehension.

1. The English teacher are suggested to use List-Group_label Strategy to make

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2. active because this strategy is designed to ease the students understanding the topic given

since the students have a prior knowledge while they read.

3. It is important to English teacher to use an appropriate strategy in teaching reading such as

List-Group-Label strategy to more improve students’ achievement in reading English.

4. List-Group-Label strategy not only can use to reading skill but also for writing skill.

5. For the writers, List-Group-Label strategy as reference to further or other classroom action

research in different situation.

6. Other researchers who are interesting in this strategy can apply this strategy in improving

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