THE EFFECTIVENESS OF QUANTUM THINKER MODEL IN TEACHING READING COMPREHENSION

THE EFFECTIVENESS OF QUANTUM THINKER MODEL IN TEACHING READING COMPREHENSION

THESIS

Submitted as Partial Fulfillment of the Requirements for the Attainment of a Sarjana Pendidikan Degree in English Education Department

By

Name : Dwi Putri Puspitasari NIM : 2012850050

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF EDUCATIONAL SCIENCES MUHAMMADIYAH UNIVERSITY OF JAKARTA

2017

i

MUHAMMADIYAH UNIVERSITY OF JAKARTA FACULTY OF EDUCATIONAL SCIENCES ENGLISH EDUCATION STUDY PROGRAM

Thesis January 2017

Dwi Putri Puspitasari (2012850050)

THE EFFECTIVENESS OF QUANTUM THINKER MODEL IN TEACHING READING COMPREHENSION

xvi + 61 pages., 11 tables, 4 figures, 19 appendices

ABSTRACT

The objective of this research is to know the effectiveness of Quantum Thinker model on Students‘ Reading Comprehension at tenth grade students of SMA Gita Kirtti 3 Jakarta. The research used quantitative method with quasi experimental design by applying pre-test and post-test.

In this research, the writer used two classes as experimental and control classes. The sample in this study is class X IPS (experimental class) and class X MIPA 1 (control class). Each of the class is occupied by 60 students. The data was collected by giving pre-test and post-test as the instruments. The writer used t-

test

formula to analyze the difference of students‘ scores in experimental and control classes. Based on the data obtained from the study that t-

observation

(t

o

) is 2.079, meanwhile t-

table

(t

t

) with df 56 in significance level 5% is 1.672. So, based on calculation the writer find that t

o

is higher than t

t

(2.079 > 1.672). It means that is data has the influence significant, with the result H

o

is rejected and H

a

was accepted. This finding reveals that Quantum Thinker is an effective model in teaching students‘ reading comprehension.

Keywords : Effectiveness, Quantum Thinker Model, Students’ Reading Comprehension

References 27 (1986 – 2016)

ii

UNIVERSITAS MUHAMMADIYAH JAKARTA FAKULTAS ILMU PENDIDIKAN

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

Skripsi Januari 2017

Dwi Putri Puspitasari (2012850050)

EFEKTIFITAS MODEL QUANTUM THINKER DALAM MENGAJAR PEMAHAMAN MEMBACA

xvi + 61 halaman., 11 tabel, 4 ilmu hitung, 19 lampiran

ABSTRAK

Tujuan dari penelitian ini adalah untuk mengetahui efektivitas model Quantum Thinker pada Pemahaman Membaca Siswa di kelas sepuluh SMA Gita Kirtti 3 Jakarta. Penelitian ini menggunakan metode kuantitatif dengan desain kuasi eksperimental dengan menerapkan pre-test dan post-test. Dalam penelitian ini, penulis menggunakan dua kelas sebagai kelas eksperimen dan kelas kontrol. Sampel dalam penelitian ini adalah kelas X IPS (kelas eksperimen) dan kelas X MIPA 1 (kelas kontrol).

Masing-masing kelas ditempati oleh 60 siswa. Pengumpulan data dilakukan dengan memberikan pre-test dan post-test sebagai instrumen.

Penulis menggunakan rumus t-

test

untuk menganalisis perbedaan skor siswa di kelas eksperimen dan kelas kontrol. Berdasarkan data yang diperoleh dari penelitian bahwa t-

observation

(t

o

) adalah 2.079, sementara itu t-

tabel

(t

t

) dengan df 56 pada tarif signifikan 5% adalah 1.672. Jadi, berdasarkan perhitungan penulis menemukan bahwa t

o

lebih tinggi dari t

t

(2.079 > 1.672). Ini berarti bahwa data tersebut memiliki pengaruh yang signifikan, dengan hasil H

o

ditolak dan H

a

diterima. Temuan ini menunjukkan bahwa Quantum Thinker adalah model yang efektif dalam mengajar pemahaman membaca siswa.

Kata Kunci : Efektifitas, Model Quantum Thinker, Pemahaman Membaca Siswa

Daftar Pustaka 27 (1986 – 2016)

iii

iv

ZBOARD OF EXAMINERS APPROVAL

Board of Examiners of Faculty of Educational Sciences certifies that thesis entitled ―THE EFFECTIVENESS OF QUANTUM THINKER MODEL IN TEACHING READING COMPREHENSION‖ written by Dwi Putri Puspitasari student‘s registration number 2012850050 was examined by the committees on February 22

^nd

, 2017. The thesis has been accepted and declared to have fulfilled one of the requirements for the degree of (S.Pd.) in English Education at Faculty of Educational Sciences, Muhammadiyah University of Jakarta.

Acknowledge by,

FACULTY OF EDUCATIONAL SCIENCES Dean,

(Dr. Hj. Herwina Bahar, M.A.)

Board of Examiners Signature Date

Dr. Ahmad Susanto, M.Pd.

Chairman

Zaitun, M.Pd.

Secretary

Lidiyatul Izzah, M.Pd.

Advisor

Dr. Muh. Sofian Hadi, M.Pd.

Examiner – 1

APPROVAL SHEET

v

ENDORSEMENT SHEET

This is to certify that board of examiners has approved the undergraduate thesis as follows:

Name : Dwi Putri Puspitasari

Student‘s Registration Number : 2012850050

Thesis Title : The Effectiveness of Quantum Thinker Model in Teaching Reading Comprehension

Academic Year : 2012/2013

Day : Wednesday

Date : February 22

^nd

, 2017

………. Dr. Ahmad Susanto, M.Pd.

Chairman

………. Zaitun, M.Pd.

Secretary

………. Dr. Muh. Sofian Hadi, M.Pd.

Examiner – 1

……… Mutiarani, M.Pd.

Examiner – 2

vi

PAKTA INTEGRITAS

Yang bertanda tangan di bawah ini:

a. Nama : Dwi Putri Puspitasari b. Tempat, Tanggal Lahir : Jakarta, 29 Oktober 1994

c. Fakultas/Prodi : Ilmu Pendidikan/Pendidikan Bahasa Inggris d. Nomor Pokok : 2012850050

e. Alamat Rumah : Jl. Tanah Kusir II No. 31 Rt. 010/009 Kel.

Kebayoran Lama Selatan, Kec. Kebayoran Lama, Jakarta Selatan 12240.

f. No.Tlp/Hp : 089505058464

g. Judul Skripsi : The Effectiveness of Quantum Thinker Model in Teaching Reading Comprehension

Dengan ini menyatakan dengan sesungguhnya bahwa seluruh dokumen/data yang saya sampaikan dalam skripsi ini adalah benar sesuai dengan ketentuan yang berlaku.

Apabila di kemudian hari ditemukan seluruh atau sebagian dokumen/data terdapat indikasi penyimpangan/pemalsuan pada bagian tertentu, saya bersedia menerima sanksi sesuai dengan perundang-undangan yang berlaku.

Demikian pakta integritas ini saya buat dengan sesungguhnya tanpa ada paksaan dari siapapun juga, untuk dipergunakan sebagaimana mestinya.

Jakarta, 22 Februari 2017

Mahasiswa yang bersangkutan,

vii

Dwi Putri Puspitasari PERNYATAAN PERSETUJUAN

PUBLIKASI TUGAS AKHIR UNTUK PENINGKATAN AKADEMIK

Sebagai sivitas Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta, saya yang bertanda tangan di bawah ini:

Nama : Dwi Putri Puspitasari

NIM : 2012850050

Program Studi : Pendidikan Bahasa Inggris Fakultas : Ilmu Pendidikan

Jenis Karya : Skripsi

Demi pengembangan ilmu pendidikan menyetujui untuk memberikan kepada Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta Hak Bebas Royalti Non Eksklusif (Non Exclusive Royalty Free Right) atas karya ilmiah saya yang berjudul:

THE EFFECTIVENES OF QUANTUM THINKER MODEL IN TEACHING READING COMPREHENSION

Beserta perangkat yang ada (jika diperlukan). Dengan ini hak bebas royalti Fakultas Ilmu Pendidikan berhak menyimpan, menggali media, mengelola dalam bentuk perangkat data (data base), merawat dan mempublikasikan skripsi saya selama tetap mencantumkan nama saya sebagai penulis/pencipta dan sebagai pemilik hak cipta.

Demikian pernyataan ini saya buat dengan sebenar-benarnya.

Dibuat di Jakarta,

Pada tanggal, 22 Februari 2017

Dwi Putri Puspitasari

viii

ix

DEDICATION

I dedicated my thesis to my beloved family and friends.

Thank you so much for your motivation.

x

MOTTO

“The moment you feel like giving up, remember all the reasons you held on for so long”

“So do not weaken and do not grieve, and you will be superior if you are (true) believers”

(QS. Ali „Imran: 139)

xi

ACKNOWLEDGEMENTS

In the name of Allah, the Beneficent, the Merciful.

All praised be to Allah, Lord of the world, who has given the writer love and blessing in finishing this thesis. Peace and salutation be upon to the prophet Muhammad SAW, His family, His companion, and His adherence.

This thesis is presented to English Education Program, Faculty of Educational Sciences, Muhammadiyah University of Jakarta in order to fulfill one of the requirements for English Bachelor Degree (S.Pd.). The writer would like to thank to Allah SWT who has given health, knowledge, patience, and strength so that the writer was able to finish this thesis well.

The writer also would like to express her thanks and gratitude to her beloved parents, H. Sugeng Priono and Herlina who always given support, pray, motivation and moral encouragement to finish her study and she also thanks to all of her family.

The writer also would like to address her great honor and attitude to her thesis advisor, Lidiyatul Izzah, M.Pd., who has guided and supported her along her thesis writing. Her appreciation and gratitude also go to:

1. Dr. Hj. Herwina Bahar, MA., as the Dean of Faculty of Educational Sciences.

2. Zaitun, M.Pd., as the Head of English Education Department.

3. All lecturers in English Department for teaching her precious knowledge and giving wonderful study experiences.

4. Drs. Sumarwadi as the headmaster of SMA Gita Kirtti 3 Jakarta who has given the writer permission in doing the research.

5. All friends in Muhammadiyah University of Jakarta especially in English Department.

6. All people that the writer can‘t mention one by one, who have

been give motivation, help and support for the writer to finish this

thesis.

xii

The words are not enough to say any appreciation for their help and contribution to this thesis. May Allah bless them for all of what they have done. The writer realizes that this thesis is still far from being perfect.

Thus, comments and suggestions are welcome to the improvement of this thesis. Hopefully, the presence of this thesis can be useful for the readers.

Jakarta, 22 Februari 2017

The Writer

xiii

TABLE OF CONTENTS

ABSTRACT i

ABSTRAK ii

APPROVAL SHEET iii

BOARD OF EXAMINERS APPROVAL iv

ENDORSEMENT SHEET v

PAKTA INTEGRITAS vi

PERNYATAAN PERSETUJUAN PUBLIKASI ILMIAH vii

DEDICATION viii

MOTTO ix

ACKNOWLEDGEMENTS x

TABLE OF CONTENTS xii

LIST OF TABLES xiv

LIST OF FIGURES xv

LIST OF APPENDICES xvi

CHAPTER I. INTRODUCTION A. Background of the Study 1

B. Identification of the Problem 4

C. Limitation of the Problem 5

D. Problem of the Study 5

E. The Objective of the Study 5

F. Significance of the Study 6

CHAPTER II. LITERATURE REVIEW A. The Description of the Theories 7

1. Reading 7

a. The Definition of Reading 7

b. The Purpose of Reading 9

c. The Kinds of Reading 12

d. The Understanding of Reading Comprehension 14

e. The Factors Influence Reading Comprehension 16

xiv

2. Quantum Thinker Model 17

a. The Definition of Quantum Thinker Model 17

b. Quantum Thinker as Teaching Model 19

c. Procedure of Quantum Thinker Model 21

d. Advantages and Disadvantages of Quantum Thinker Model 23

B. Theoretical Framework 24

C. Hypothesis of the Study 26

CHAPTER III. METHODS AND PROCEDURES A. Time and Place of the Study 27

B. Method of the Study 27

C. Operational Definition of Variables 29

D. Population and Sample 30

E. Techniques for Collecting the Data 30

F. Techniques for Analyzing the Data 32

CHAPTER IV. FINDINGS AND INTERPRETATIONS A. Findings 36

1. Test Analysis 36

a. Validity 36

b. Reliability 37

2. Data Description 37

3. Data Analysis 47

B. Interpretations 54

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions 56

B. Suggestions 57

REFERENCES 59

APPENDICES 62

xv

LIST OF TABLES

Table 3.1. Quasi – Experimental Design 28 Table 3.2. Matrix of Assessment for Students' Reading Comprehension

33

Table 4.1. Questionnaire Validity 36

Table 4.2. The Students‘ Pre-test and Post-test Score in Class X IPS (The

Experimental Class) 37

Table 4.3. The Frequency Distribution of Pre-test in Experimental Class 40 Table 4.4. The Frequency Distribution of Post-test in Experimental

Class 41

Table 4.5. The Students‘ Pre-test and Post-test Score in Class X MIPA 1

(The Control Class) 42

Table 4.6. The Frequency Distribution of Pre-test in Control Class 44 Table 4.7. The Frequency Distribution of Post-test in Control Class 46 Table 4.8. The Students‘ Gained Score in Class X IPS (The Experimental

Class) 47

Table 4.9. The Students‘ Gained Score in Class X MIPA 1 (The Control

Class) 50

xvi

LIST OF FIGURES

Figure 4.1. Diagram of Frequency Distribution of Pre-test in Experimental

Class 40

Figure 4.2. Diagram of Frequency Distribution of Post-test in Experimental

Class 42

Figure 4.3. Diagram of Frequency distribution of Pre-test in Control Class

45

Figure 4.4. Diagram of Frequency distribution of Post-test in Control Class

46

xvii

LIST OF APPENDICES

Appendix-1 The Lesson Plan of Experimental Class 62 Appendix-2 The Lesson Plan of Control Class 100 Appendix-3 Form of the Student‘s Pre-test in Experimental Class 137 Appendix-4 Form of the Student‘s Post-test in Experimental Class 138 Appendix-5 Form of the Student‘s Pre-test in Control Class 139 Appendix-6 Form of the Student‘s Post-test in Control Class 140 Appendix-7 Pre-test and Post-test Score of Experimental Class 141 Appendix-8 The Pre-test and Post-test Score of Control Class 142 Appendix-9 The t-

table

and df at Significance Level 5% 143 Appendix-10 Table of the Questionnaire Validity 144 Appendix-11 Kartu Menyaksikan Ujian Skripsi 146

Appendix-12 Surat Bimbingan 147

Appendix-13 Kartu Bimbingan 148

Appendix-14 Surat Permohonan Izin Penelitian 149 Appendix-15 The Documentation of Experimental Class 150 Appendix-16 The Documentation of Control Class 151 Appendix-17 Surat Keterangan Penelitian dari Sekolah 152 Appendix-18 Bimbingan Pasca Sidang Skripsi 153

Appendix-19 Riwayat Hidup Penulis 154

1

CHAPTER I INTRODUCTION

A. Background of the Study

In teaching and learning process, reading has an important role in progressing student‘s knowledge in English language. Reading as one of the four language skill that are learned by students. Many students are getting the difficulties for mastering English reading skill because the students are too lazy to read unknown language. Besides, the students are not also able to comprehend the text due to the lack of understanding in terms of the vocabulary and discourse structure in language system. Reading is very useful for students language acquisition. In addition, Allah SWT ordered human being to read and write. It was expressed in surah Al – ‗Alaq as follow:

―Read, for your Lord is the Most Generous (3) Who taught by the pen (4) Taught man that which he knew not (5)‖. (Qs. Al – ‗Alaq: 3-5 ).

In the surah Al – ‗Alaq 3-5, Allah SWT requires of Muslims and in general all humanity to read. Reading is an important skill that students‘ should have in learning English as foreign language. In English as foreign language context, reading has been an important part of the English skills which is needed to master. Reading activity can help students to gain knowledge and information all over the world.

Furthermore, Sheng (2000: 58) define reading is a communication

2

process from the writer to the reader and the recognition of letters, words, phrases, and clauses are involved. By reading, readers recognize the information from written materials but it is not guaranteed that they can comprehend it due to the different reading comprehension of each reader.

Reading comprehension is the ability to go beyond the words, to understand the ideas and the relationships between ideas conveyed in a text. So that reading comprehension is the process of identifying topic, main idea, supporting ideas and writer's message based on background knowledge or experience in inferring the implied information of a text.

The ultimate goal of teaching reading is comprehension. It means that the students need to have the ability to understand the text.

Furthermore, based on the National Curriculum (2013), students of senior high school are expected to be able to comprehend texts and develop their ability both oral and written to achieve informational level which they are capable of accessing language ability in daily and academic context.

In senior high school, the students learn the different text types, there are narrative, descriptive, procedure, report and recount text.

One of them is descriptive text. Descriptive text is a text that describes

someone, place, things, person looks like. Descriptive text is given to

10

^th

and 11

^th

graders in senior high school. In reading descriptive text,

the students face some obstacles, one of them is the lack of

vocabulary. A descriptive text consists of some paragraphs and the

3

students may find some unfamiliar words in each paragraph. Another obstacle in reading descriptive text is construing the ideas in a text or paragraph. Some students may be wrong in interpreting a text because they do not know how to construe the idea of the descriptive text. Most of the students think that learning to read is simply thing, it shows how important reading model in helping students to read a paragraph or texts and it involves understanding or comprehending the meaning of the text.

There are some models in reading comprehension. One of the

proposed reading models is Quantum Thinker introduced by DePorter

in 2007. Quantum Thinker model is expected as an excellent model to

be used with a textbook which provides a lot of information. DePorter

(2009: 21) introduces Quantum Thinker as a model of the way in

thinking bigger than it was before and absorbed through its 5

principles; (1) There is always another way; (2) Always want to know

about something; (3) Look for as many ideas as you can; (4) Find the

example in your own environment; and (5) Stay focus on who you are

and what you want. Through Quantum Thinker's principle, teaching

reading comprehension in class can be done through five steps. First,

the students are instructed to read only the title of a written text, next

they create several questions related to the title of the text, then they

look for as many ideas as they can to answer their questions, after that

they relate the topic to the text's title with their own experience and

environment, finally they are allowed to read the text as a whole. By

4

implementing this model, students are expected to focus their reading of a text on which they are and what they want to know.

Reviews of the previous study Ansas (2014) also reveal that Quantum Thinker model was considered as an appropriate and effective model in teaching reading. In other words, the implementation of Quantum Thinker model had significant influence toward the students' reading ability. Thus, the implementation of Quantum Thinker model in the classroom is considered as a very valuable experience for students.

Concerning the reasons above, the writer interested to investigate how Quantum Thinker model can help 10

^th

grade students reading comprehension. The title of the research is; “THE EFFECTIVENESS OF QUANTUM THINKER MODEL IN TEACHING READING COMPREHENSION”.

B. Identification of the Problem

Based on the background, there are some problems that can be identified dealing with the implementation of Quantum Thinker model in teaching reading comprehension. They are as follows:

1. Students are lack of reading comprehension.

2. Students are lack in understanding the text.

3. Students are not able to get the main idea of they have read.

4. Students are lack of participation in learning.

5. English teacher are still lack of creativity to give the model in

teaching reading comprehension. They just give explanation and

5

exercise in reading comprehension without applying the appropriate model.

C. Limitation of the Problem

Based on those problems that have been identified above, this research is limited or focused on the effectiveness of Quantum Thinker model in teaching reading comprehension at tenth grade students of SMA Gita Kirtti 3 Jakarta.

D. Problem of the Study

Based on the limitation of the problem, the writer states the problem as follow: is there any effectiveness of using Quantum Thinker model in teaching reading comprehension?

E. The Objective of the Study

Thus, the objective of this research is to find out the effectiveness of the implementations of Quantum Thinker model in teaching reading comprehension.

F. Significance of the Study

The present research is believed to have theoretical, practical, and professional significances. The research which is focused on the effectiveness of Quantum Thinker as a teaching and learning model is expected to be useful for both students and teachers.

For the students, the writer hopes that the effectiveness of

Quantum Thinker model in teaching and learning can improve reading

6

ability, enhance their ability in reading text, and also improve their comprehension of reading a text.

For the English teachers, the writer hopes that research will help them to find some innovations and alternative model of teaching reading comprehension. It can also be used as consideration to be a chosen model by language courses or schools.

For other researchers, hopefully this research is expected to give and developing information about the students‘ reading comprehension through the Quantum Thinker model to build an effective teaching and learning which is appropriate to students needs and improving students learning outcomes especially in reading comprehension.

CHAPTER II

LITERATURE REVIEW

A. The Description of the Theories

7 1. Reading

a. The Definition of Reading

Reading is a source of information that can open our insights about various things such as science, economic, social, cultural, politically and other aspects of life. In addition, by reading can increase one's knowledge and improves memory and comprehension. And often read the people develop their ability; both to receive and process the knowledge and to learn the various disciplines and its application in life.

Walter (2008: 1181) stated that getting meaning from text depends on the readers‘ prior knowledge about the written message. In the dictionary, reading is also defined as the skill or activity of getting information from books. The more people read the more they get the information which can contribute to their life, such as reaching success for school students.

Based on Connelly (2016: 6) reading is a skill that is found a cross content areas in the academic setting. As such, comprehension of what is read is paramount to academic achievement.

Comprehension as one of the characteristics of reading,

McNamara (2007:28) stated that comprehension is the

interpretation of the information in the text, the use of prior

knowledge to interpret this information and, ultimately, the

8

construction of a coherent representation or picture in the reader mind of what the text is about.

Based on the statement above, reading skill can be learnt in all grade, even reading become one of the most important thing in daily live. By reading can help us getting a lot information, various kinds of new information which have not yet we know most likely it can be useful to us later. With reading, we can also interpret the conclusion of information from the text by using our own word. Besides, reading comprehension is a process of relating the readers‘

background knowledge with information in the text to get the message of the text. So, the reader is not a passive role, because the reader makes an interpretation, the conclusion of information, and searching for information. The more knowledge we have, and then we will be better prepared to face life's challenges both in the present and in the days to come.

b. The Purpose of Reading

There are several purposes of reading which are declared by some experts. McDonough and Shaw (2003: 90) classify reason for reading:

1) Getting general information from the text

2) Getting specific information from a text

3) For pleasure or for interest

9

Another purpose of reading is also stated by Nation (2009: 49) that reading is a source of learning and a source of enjoyment. It can be a goal in its own right and a way of reaching other goals. As a source of learning, reading can establish previously learned vocabulary and grammar, it can help learners learn new vocabulary and grammar, and through success in language use it can encourage learners to learn more and continue with their language study. As a goal in its own right, reading can be a source of enjoyment and a way of gaining knowledge of the world. As learners gain skill and fluency in reading, their enjoyment can increase.

It means that special purpose reading is not only for learning language or interested in the pronunciation or interesting in grammar, and getting the pleasure. But it aims to get meaning or message from the text that read.

According to Grabe and Stoller statement as cited by Nida‘s book (2000: 9-10), there are four purposes of reading, they are:

1) Reading to search for simple information.

Most people said that reading to search for simple

information is a common reading ability, though some

researchers see it as a relatively independent cognitive

process. In reading to search, we typically scan the text

for specific information or a specific word. For example,

10

when we are read search the meaning of word in the dictionary, we typically scan the text for specific information. Typically, this is done when we already know exactly what we are looking so concentrate search for specific answers.

2) Reading to learn from text.

It is usually occurs in academic and professional context when people need to learn a considerable amount of information from a text. For example, when we are reading a book and one text, we usually read the title, subtitle and subheading to find out what was discussed of the texts.

3) Reading to integrated information, write and critique texts.

This purpose requires additional decisions about the relative importance of complementary, mutually supporting or conflicting information and the likely restructuring of a rhetorical frame to accommodate information from multiple sources. For example, when we are reading a book or a text, we use our mind critique the text about positive or negative contents from the text, and we write them.

4) Reading for general comprehension

We can say that general reading comprehension is

the most basic purpose for reading, underlying, and

11

supporting most other purposes for reading. This purpose is usually used when we are reading. When we are reading, we try to comprehend the text to get information that very important or we need in everyday life.

Based on the statement above people read for many purposes, the writer concluded that the purpose of reading mainly to get something or information from the text, read for pleasure and some read for includes content, understand the meaning of reading it relates to the purpose or our intensive in reading. Reading is very important for human life, because reading can enrich and expand insight of life, so that readers are increasingly able to mature themselves.

c. The Kinds of Reading

Harmer (2007: 99) stated that are two kinds of reading as below:

1) Intensive Reading

Intensive reading refers to the detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms. Teachers may ask students to look at extracts from magazine, poem, Internet websites, novels, newspaper, plays and a wide range of other text genres (that is, style or types of text).

In another hand, in intensive reading is program activities

of reading are carried out carefully, each vocabulary and

12

structural item is explained and made as fact of our active language, pronunciation, and intonation are stressed, and each concept allusion is clarified. In this reading, the students only read one or a few choices from reading material available and aims to cultivate and sharpen the ability to read critically. Besides, intensive reading is used to gain a deep understanding of a text, which is important for the reader. The process of scanning takes a more prominent role than skimming.

2) Extensive Reading

The term extensive reading refers to reading which

students do often (but not exclusively) away from the

classroom. They may read novels, web pages,

newspaper magazines or any other reference material. In

other words, extensive reading should involve reading for

pleasure, the readers do not need to know the exact

meaning of the word just getting an overall

understanding of the text from those classification, it can

be concluded that a reading program that is widely

performed, both of the type as well as various of the text

and the purposed just to understand the contents that

significance of reading materials that read by using the

time fastest maybe. The students are given freedom and

flexibility in thing of having, both the type and scope

reading materials that they read.

13

Based on statement above it can be compared that intensive reading is a classroom-oriented activity in the students which focus on the linguistic or semantic details of a passage. Intensive reading calls students' attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding the literal meaning. Meanwhile, extensive reading is generally associated with reading large amounts with the aim of getting an overall understanding of the material. Readers are more concerned with the meaning of the text than the meaning of individual words or sentences.

d. The Understanding of Reading Comprehension

There are several understanding of reading comprehension based on Zein et al., (2014) in Connelly (2016: 6) divined that ―reading comprehension is a skill that is composed of an individual‘s language skills, pertinent knowledge, and cognitive process‖. Additionally, Nunan (2006: 71) stated that ―reading comprehension refers to reading for meaning, understanding, and entertainment‖.

From those definitions, it clearly states that both author

emphasized on meaning and understanding. Thus in the

reading process, the readers not only read text but they need

to comprehend and find out what the author tried to convey

based on the text they read.

14

Meanwhile, the statement of Paris and Hamilton as cited by Israel and Dufy (2009: 32) that ―reading comprehension is only a subset of an ill-defined larger set of knowledge that reflects the communicative interactions among the intentions of the author/speaker, the content of the text/message, the abilities and purposes of the reader/listener, and the context/situation of the interaction‖. From both definitions, the author concludes that reading is a process communicative interaction that is carried and used by readers to get the message to be conveyed by the author through the content of the text/written language. It means that the stronger the goals person's for reading then also increase the person it ability to understand the reading.

Additionally, Scanlon et al., (2010: 276) stated that

―comprehension is an active, constructive process in which the ultimate understanding of the text is determined by a combination of what is stated directly in the text and the reader‘s preexisting knowledge related to the topic of the text‖. From that definition the final goal of reading is to understand the idea, the ability to catch the meaning directly in the text as a whole with knowledge related to the topic of the text both in narrative form, free text, or poems that can be concluded in a papers or unwritten.

In other words, reading comprehension is an active

interaction from the reader in comprehending the author

15

through the content of the text/written language that conveyed by author. In addition, while reading, the reader‘s not only catch the meaning directly in the text or absorbs new information but the reader also needs to combine their prior knowledge.

e. The Factors Influence Reading Comprehension

McIntyre et al., (2011: 113) mention some factors that has been identified as the primary determinants of reading comprehension, they are: the reader‘s background knowledge and vocabulary (reader) interact with his or her purposes for reading (e.g., to scan for information, study for a test, or read for pleasure; activity) and the type of text (Internet website, textbook, novel) to contribute to his or her comprehension.

McIntyre et al., (2011: 113) added ―reading is comprehending. If children can read the words of a text, but do not understand what they are reading, they are not really reading‖. How much and how easily readers comprehend depends on variables within and outside them. Further, Charmot & O‘Malley (1994) statement as cited by Bouchard (2005: 8) cited four reasons:

1) Content provides students with an opportunity to develop

important knowledge in different subject areas.

16

2) Students are able to practice the language functions and skills needed to understand, discuss, read about and write about the concept develop.

3) Many students are more highly motivated to learn when they are learning content rather isolated language skill.

4) Content provides meaningful context for teaching learning strategies.

The writer sums up that the factors that affect reading comprehension can be divided into two kinds, namely that there is inside and outside in self the readers. The factors that are inside in self the reader includes linguistic abilities, background knowledge, curiosity to read a text, motivation (how much concern the reader to read the task or general feelings about reading and school), and the reading skills (how well readers can read). And then, the factors that are outside in self the reader includes reading elements such as the level of difficulty of reading material and reading environment such as teacher preparation before, during, or after reading lessons to help students understand the text.

2. Quantum Thinker Model

a. The Definition of Quantum Thinker Model

There are several definitions of Quantum Thinker model

based on Ruggierro (2008: 16) stated that thinking is

sometimes regarded as two harmonious processes. One

17

process is the production of ideas (creative thinking), accomplished by widening your focus and looking at many possibilities. The other process is the evaluation of ideas (critical thinking), accomplished by narrowing your focus.

Based on this definition, thinking can be taught include some approaches for producing ideas, but its main focus will be evaluating ideas—that is, critical thinking.

Meanwhile, students do not only need creative thinking but thinking creative should be used in reading comprehension. Quantum Thinker model is expected as an excellent model to be used with a textbook which provides a lot of information. DePorter (2009: 21) introduced Quantum Thinker as a model of the way in thinking bigger than it was before and absorbed. Thus the writer sums up that the teaching and learning with Quantum Thinker model is designed to facilitate the students to learn and think bigger such as it can express the idea about of what the students knew, so that it becomes a creative thinking.

According to Blum (2006: 175) defined that Quantum Thinker model is as a necessary act for the governing idea or abstraction that is realized. Thus, the students can see that all ideas can be further developed. It involves students‘

minds which accompanied by a discussion of the ideas.

In other words, Quantum Thinker model it can increases

their thinking skill. They also have much more control over

18

their thinking and how they wear them because they know their thinking style. By using Quantum Thinker model is process to turn ideas into action.

b. Quantum Thinker as Teaching Model

Quantum Thinker model is one of part that creates interactions and active students. According to Yasser et al., (2014: 86) stated that learning is designed to develop the learners' learning on thinking skills. Quantum Thinker learning model is the model that used to improve students‘

thinking skill, especially in learning reading comprehension so the ability of the students can be developed. In the learning process of Quantum Thinker model, teachers and students are involved in learning process they collaborate to achieve maximum results.

Quantum combines all the things in the class to support

learning process, consists of Quantum Teaching model and

Quantum Learning model. In Quantum Learning model,

Given and DePorter (2015: 14) stated that Quantum

Learning model focuses on culture and cognition while

orchestrating interactions between teachers and students,

students and students, students and content to reach desired

academic and social/emotional outcomes. It means that

teaching and learning are open, dynamic, and complex

systems. Quantum Learning model it can be defined flexible

enough to embrace changes in education such as

19

enthusiasm skills, talents, or potential of students through interaction with other people and the environment.

Meanwhile, Quantum Teaching model shows how to be a good teacher. Quantum Teaching model shows new ways that make the learning process easier through the art element guiding and the directed achievements for whatever subjects you are teach. According to DePorter (1992) in Gunarhadi et al., journal (2014: 196), Quantum Teaching model is like conducting a symphony and orchestrating two major elements: context and content. The context element deals with the preparation of the classroom where the learning process will take place. The content element, on the other hand, refers to the implementation of a teaching model in which the curriculum is presented in the actual learning process.

From the statement above, the writer summarizes that

Quantum Thinker model is to create an effective learning

environment, create the learning process with fun, to

increase the ability of think bigger to convey the ideas, and

help accelerate in learning. In Quantum Learning model is a

learning model that can increase teacher effectiveness when

facilitating students' mastery of content and it makes learning

process can be fun and learn effectively. Meanwhile, by

applying the Quantum Teaching models is directed for

learning process and facing the students in class and also for

20

evaluate learning. Based on the learning with Quantum Teaching and Learning models, Quantum Thinker model can used as teaching model in reading comprehension.

c. Procedure of Quantum Thinker Model

Dweck‘s (1986) in book Creswell (2012: 333), the definition of procedure is as performance goals or learning goals. Further procedures were specific to the classroom structure condition. As this research the teaching and learning process includes the steps of the activity for both the teacher and students.

The elaboration of the teaching of reading using Quantum Thinker model is designed based on the following step:

1) Before Reading: Predicting

The teacher instructed students to read only the title of a written text, and then teacher used the pictures based on the topic to trigger the students‘ prior knowledge toward the learning topic.

In this stage, teacher instructed students to create a questions related to the title of the text. Teacher gives students‘ handout to note their questions and answer toward the text that is learned, with expectation to develop feel want to know of their selves, so it is to increase an interest to learn for students.

2) While Reading: Silent Reading

21

The teacher gives chance to the students to look for as many ideas as they can to answers their questions review.

After the students look for as many ideas as they can, the students relate to the topic of the text‘s title with their own experience and environment, so there is motivation of the students that ever experienced with the material to develop their experience more, and to the students that ever have no experience with that material to become more interested to be learned.

3) After Reading: Confirming the Prediction

In this activity, teacher convey the material that will be learned in full after the students relate to the topic of the text‘s title with their own experience and environment, then the teacher give article based on the topic and the students are allowed to read the text as a whole, after that students‘ handout would be marked for questions and answers that is appeared in the text, the students‘

handout were in a form of the table that consists of prediction column (questions and answers) and mark column.

By implementing this model, students are expected to

focus their reading of a text on which they are and what they

want to know.

22

d. Advantages and Disadvantages of Quantum Thinker Model

Quantum Thinker model is the act of creating something of value where the students to think bigger in learning and it comes with a great sense of self achievement and satisfaction them have developed the skills to use it properly.

Blum (2006: 164) said that Quantum Thinker vied for how the action of the moment would be conceived, informed by a sense… and thus how they could be guided.

By using the Quantum Thinker model will make learning more alive, effective and at last the students' will optimally acquire the learning outcomes. With some of these advantages, the learning results obtained will be higher than using conventional learning that just makes the teacher as the only source of learning.

In conclusion, Quantum Thinker model it can be seen as

a complement and extension of learning model in reading

comprehension. In teaching and learning process in the

classroom the teacher it can engages students with an good

question that it can pique their interest, make them wonder

why, get them to think, and motivate them to make

connections with the content . Beside the advantages, the

disadvantage of Quantum Thinker model is requires the skill

of teachers in particularly, because without supported it,

23

learning process will not be effective. Thus, Quantum Thinker model can replace the conventional learning.

B. Theoretical Framework

Reading is one of the skills that should be mastered by the students in learning English. Reading is also defined as the skill or ability of getting information from books. As we know, when the readers read they need to comprehend the meaning and information from the texts while they read. Therefore, an appropriate and effective technique should be applied to help readers improve their ability to comprehend text.

The use of technique in comprehending texts (reading comprehension) is perhaps the most important means to helping readers improve comprehension and learning from books. Reading comprehension is a part of life that is very important to access information of the text because when students involve in reading, they will understand what they have read, and they are able to say word to convey an idea or a motion that is in effective reading.

As one of model in reading, Quantum Thinker model is considered

meaningful to improving the students‘ reading comprehension

especially problem of the students‘ to get the main idea and detail

information in the texts. It also involved the students to be able to

connect their prior knowledge with the information of the text through

students‘ participation in of learning process. Quantum Thinker model

has aims to create the students will be more active in learning

24

environment and to increase the ability of think bigger to convey the ideas as they can. The use of Quantum Thinker model in the classroom can increase students‘ comprehension. By implementing this model, students are expected to focus their reading of a text on which they are and what they want to know.

Quantum Thinker model is very appropriate for the students because the students can work together to share the ideas that ever experienced with the material through this model. By applying Quantum Thinker model, teachers and students are involved in learning process they collaborate to achieve maximum results.

C. Hypothesis of the Study

Fraenkel et al., (2012: 83) stated that ―a hypothesis is a prediction of the possible outcomes of a study‖. To know the effective of Quantum Thinker model in teaching reading comprehension, the writer formulates two hypotheses that will be tested by using t-

test

. They are:

1. Null Hypothesis (H

o

)

There is no effectiveness of Quantum Thinker model in teaching reading comprehension at tenth grade students of SMA Gita Kirtti 3 Jakarta.

2. Alternative Hypothesis (H

a

)

There is an effectiveness of Quantum Thinker model in teaching

reading comprehension at tenth grade students of SMA Gita Kirtti 3

Jakarta.

25

CHAPTER III

METHODS AND PROCEDURES

A. Time and Place of the Study

The research was conducted at SMA Gita Kirtti 3 Jakarta which is located on Jalan BRI Radio Dalam, Gandaria Utara, Kebayoran Baru, South - Jakarta in academic year of 2016/2017. This research was held on November 1

^st

2016 - December 3

^rd

2016.

B. Method of the Study

In conducting the research, the quantitative research was applied using quasi experimental as the research design. The following definition of quantitative research is Creswell (2014: 4) mentions that:

―the quantitative research is an approach for testing objective theories by examining the relationship among variable. These variables, in turn, can be measured, typically on instruments, so that numbered data can be analyzed using statistical procedures‖.

In this research, the students that chosen was randomly. According

to Creswell (2012: 296) states that the most rigorous approach of

experimental design is to randomly assign individuals to the

treatments. Further, the random assignment deals with random

26

selection. Besides, Creswell (2012: 297) adds that ―quantitative researchers randomly select a sample from a population‖.

Therefore, there are two groups taken in this research. The first group is experimental class and the second group is control class. The experimental class was given Quantum Thinker as the teaching model and control class was given the traditional model. Both groups got the pre-test and post-test. Below is a quasi-experimental design developed by Creswell (2012: 310):

Table 3.1

Quasi-Experimental Design

Pre- and Posttest Design Time

Select Control Group Pretest Non Treatment Posttest Select Experimental

Group Pretest Experimental

Treatment Posttest Adopted from: Creswell (2012: 310)

Based on the design above, it can be seen that both of the groups

are given pre-test in the beginning of the research. Then, the

treatments are only given to the experimental class before

implementing the post-test. This is to find out whether the students who

are treated by using Quantum Thinker model could achieve greater

score than those who are treated by using traditional model.

27 C. Operational Definition of Variables

According to Creswell (2012: 112), variable is a characteristic of an individual or organization that can be measured by the researcher and also varies which has different value among different individuals or organization. The variables used in this quasi experimental research, they are; independent variable (X) and dependent variable (Y). In this study, independent variable (variable X) is using the Quantum Thinker model and the dependent variable (variable Y) is students‘ reading comprehension. As an independent variable, using the Quantum Thinker model can help the teacher to teach reading comprehension.

The teacher use Quantum Thinker model to help the students describe something such as person, place, and thing with easily and clearly. By using Quantum Thinker model, also developed the students' enthusiasm and creativity in the learning process, and encouraged them to improve their reading ability.

Meanwhile, dependent variable is students‘ reading comprehension. It is about the result of students‘ scores in reading comprehension by descriptive text that is measured by test through Quantum Thinker model in teaching reading comprehension for students at tenth grade of SMA Gita Kirtti 3 Jakarta.

D. Population and Sample

28

The population in this research is at tenth grade students in the 2016/2017 academic year of school SMA Gita Kirtti 3 Jakarta. There are three classes of tenth graders: they are X MIPA 1, X MIPA 2 and X IPS with total of population was 89 students. Creswell (2012: 142) stated that the target population or the sampling frame is a group of individuals or a organizations with some common defining characteristic that the researcher can apply the result of a research.

The sample is a group of the target population that the researcher has selected to collect data of the target population.

The writer used cluster random sampling to choose the sample (class X IPS and X MIPA 1). These two classes were directly assigned as experimental class (X IPS) and control class (X MIPA 1). The total of the samples were 60 students, 34 students from class X IPS and 26 students from X MIPA 1.

E. Techniques for Collecting the Data

In order to collect the data, the procedure of the study consists of some steps, there are pre-test and post-test. Besides, to measure the students‘ comprehension of the descriptive text by using pre-test and post-test consisted of essay test. The writer formulated the essay test by using Erlangga‘s book.

The data of this study were students‘ results of reading text. In this

study, both pre-test and post-test were used to collect the data. Before

the test administered, the validity of the research in pre-test and post-

test was analyzed is valid, because the value from the r-

table

is 0.367.

29

In addition, pre-test was given before treatment in the first meeting and post-test was given after treatment. For the second until eight meeting, the writer gave Quantum Thinker model to the students of the experimental class to conduct treatment.

1. Pre-test

The topic of pre-test is about working on essay questions as much as 10 questions from descriptive text of describing people. In addition, pre-test was given to analyse students in reading comprehension. The writer gave scores for every student based on matrix of assessment. It is given to the experimental class and the control class to collect the data whether those groups had the same ability or not before they got the treatment.

2. Treatment

In this meeting, treatment was conducted before the post-test performed. The treatment was conducted by using Quantum Thinker model as media of teaching to experimental class.

Furthermore, in the control class was taught without using Quantum Thinker model. In this step, because of the reading model used was Quantum Thinker model, the main equipment of the lessons was pictures and students‘ handout. As for the procedures that used those are:

1) At the beginning of the lesson the pictures were used in order to trigger the students‘ prior knowledge toward the topic.

2) The pictures were varied in each meeting due to the different

topic based on the lesson plan (see Appendix 1) such as

30

pictures in Flyer of a Missing Person, Semarang, Borobudur Temple, and Purna Bhakti Pertiwi Museum.

3) The students‘ handout were used by students to note their questions and answers toward the text learned in each meeting that later, after they read the text, the students‘ handout would be marked for questions and answers that appeared in the text.

4) The students' handout was in a form of table that consists of prediction column (questions and answers) and mark column.

3. Post-test

In the last meeting, the writer gave post-test to both classes. It is used to determine whether there was a significant progress on students‘ reading comprehension, especially those who had treated by Quantum Thinker model. The writer gives 10 essay questions.

The questions formulated in the post-test were similar to those in pre-test.

F. Techniques for Analyzing the Data

In analyzing the data of this research the writer used the matrix of

assessment for students‘ reading comprehension was based on

analytic scale purposed by Omaggio (1986: 266), as follows:

31

Table 3.2

Matrix of Assessment for Students’ Reading Comprehension

Score Value Description

80 - 100 Excellent Describing all the parts, qualities and characteristics completely

60 - 79 Good

Describing parts, qualities and characteristics. Somewhat choppy loosely

40 - 59 Fair Fair describing parts, qualities and characteristics. Some are missing

20 - 39 Poor Poorly describing many parts, qualities and characteristics are missing

0 - 19 Very Poor Does not describe the parts, qualities and characteristics anymore

In this research, the writer processed and analyzed the data from the result of test has been given by the writer in experimental class and control class. The writer uses statistical calculating of t-

test

formula in significance level 5% with Degree of Freedom (df) and gained scores.

It is to test the significance of the main gained score of the experimental class and control class. However, prerequisite tests analysis, it needs to be used the hypothesis test.

1. Prerequisites Test Analysis a. Hypothesis Test

According to Sudijono (2010: 34), t-

test

formula as follows:

32

M 1 : Mean of the Difference of Experimental Class.

M 2 : Mean of the Difference of Control Class.

SE M 1 : Standard of Error of Experimental Class.

SE M 2 : Standard of Error of Control Class.

Besides, to get the calculation of t-

test

, there are several procedures of calculation to be taken:

1) Determine mean of variable X with formula:

2) Determine mean of variable X with formula:

3) Determine standard deviation variable X with formula:

4) Determine standard deviation variable Y with formula:

5) Determine standard error of variable X with formula:

6) Determine standard error of variable X with formula:

33

7) Determine standard error means of differences mean of variable X and variable Y, with formula:

8) Determining t

0

with formula:

9) Determining t-

table

in significance level 5% with Degree of Freedom (df):

df = ( N1 + N2 ) – 2

34

CHAPTER IV

FINDINGS AND INTERPRETATIONS

A. Findings

1. Test Analysis a. Validity

The instrument in the post-test contains 10 items to 31 students of class XI MIPA SMA Gita Kirtti 3 Jakarta. By using the product moment formula r-

table

at 0.05 significant with 0.367 r-

table

.

Here are table of the questionnaire validity:

Table 4.1

Questionnaire Validity Item

Instrument

Correlation

Coefficient Information

1 0.91257 Valid

2 0.8054 Valid

3 0.98667 Valid

4 0.96259 Valid

5 0.98667 Valid

6 0.98667 Valid

7 0.94697 Valid

35

8 0.8591 Valid

9 0.95019 Valid

10 0.98667 Valid

b. Reliability

Then the item scores valid re-examined using reliability test using Alpha Cronbach r = 0.98667 with the highest data.

2. Data Description

In the data description, the writer described the data which had been collected from students‘ pre-test and post-test scores of reading comprehension. The pre-test is given before treatment. It is given into the experimental class and the control class. The post-test is given after treatment was conducted. It is given into the experimental class by presenting the Quantum Thinker model and the post-test is given into the control class by using traditional model.

Here are the table descriptions of pre-test and post-test scores:

Table 4.2

The Students’ Pre-test and Post-test Score in Class X IPS (The Experimental Class)

Number Students

Pre-test Post-test

(X1) (X2)

1 S1 70 95

2 S2 90 90

36

3 S3 80 80

4 S4 85 90

5 S5 85 90

6 S6 85 95

7 S7 80 85

8 S8 80 85

9 S9 90 95

10 S10 75 85

11 S11 85 90

12 S12 80 80

13 S13 70 95

14 S14 75 80

15 S15 80 95

16 S16 75 80

17 S17 80 80

18 S18 80 80

19 S19 80 85

20 S20 80 80

21 S21 80 85

22 S22 75 85

23 S23 80 85

24 S24 75 80

25 S25 75 80

26 S26 95 95

27 S27 90 95

37

28 S28 80 85

29 S29 80 90

30 S30 75 80

31 S31 80 95

32 S32 80 95

33 S33 75 80

34 S34 75 80

Amount 34 2720 2945

Mean 80 86.7

Based on the table above showed that the score of the experimental class between pre-test and post-test were different.

The mean of students‘ score in the pre-test is 80 with the lowest score of pre-test is 70 and the highest score of pre-test is 95.

Meanwhile, the mean of the students‘ score in the post-test is 86.7 with the lowest score of post-test is 80 and the highest score of post-test is 95.

Here are table of the frequency distribution of pre-test and post-

test in experimental class: