THE EFFECT OF SOCRATIC QUESTIONING ON STUDENTS’ READING COMPREHENSION OF
ANALYTICAL EXPOSITION TEXT
(A Quasi-Experimental Study at Eleventh Grade of SMA PGRI 56 Ciputat)
A ―Skripsi‖
Presented to Faculty of Tarbiya and Teachers Sciences In Partial Fulfillment of Requirements
For Degree of S.Pd (Bachelor of Education) in English Education Department
By
Muhammad Hamim Mahfuddin 11140140000007
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHING SCIENCE SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
ii
iii
ENDORSEMENT SHEET
iv
v ABSTRACT
Muhammad Hamim Mahfuddin (111401400000007). The Effect of Socratic Questioning on Students’ Reading Comprehension of Analytical Exposition Text (A Quasi-Experimental Study at the Eleventh Grade of SMA PGRI 56 Ciputat in the Academic Year 2018/2019). A Skirpsi of Department of English Education, Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University, Jakarta, 2018.
Advisor I : Dr. Nida Husna, M.Pd., MA. TESOL.
Advisor II : Atik Yuliyani, MA. TESOL.
Keyword : Reading, Socratic Questioning Analytical Exposition Text This study was aimed to gain empirical evidence of the effect of Socratic Questioning on students‘ reading comprehension of Analytical Exposition Text.
The population was the 76 students of eleventh-grade students of SMA PGRI 56 Ciputat (XI IPA and XI IPS) and all of those students were taken as the sample of the study. Those students were classified into two classes; experimental and controlled class through purposive sampling technique. The method was used in this research was the quantitative method by using the quasi-experimental design as the research design. The instrument of the data collection was reading tests that were divided as pre-test and post-test. Furthermore, the data collected from this study were analyzed using t-test in order to identify the significance level and using cohen’s d formula to identify the effect size of the results. Based on the data, t0 (2.99) is higher than ttable (1.99), in the degree of freedom 74 and degree of significance 5%. However, the effect size calculation did not show a high-level effect.
The effect size (0.05) is in interval 0 – 0.20, which was in a weak effect level. From the explanation above, it can be concluded that Socratic Questioning applied in students of the eleventh grade of SMA PGRI 56 Ciputat has a significant effect with weak effect level on students‘ reading comprehension on analytical exposition text.
vi ABSTRAK
Muhammad Hamim Mahfuddin (111401400000007). Pengaruh Socratic Questioning terhadap Kemampuan Membaca Siswa pada Teks Eksposisi Analitis. (Penelitian Quasi-Eksperimen pada Siswa Kelas XI SMA PGRI 56 Ciputat Tahun Ajaran 2018/2019). Skripi ditujukan kepada Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah Jakarta, 2019
Dosen Pembimbing I : Dr. Nida Husna, M.Pd., MA. TESOL.
Dosen Pembimbing II : Atik Yuliyani, MA. TESOL.
Kata Kunci : Membaca, Socratic Questioning, Teks Eksposisi Analitis Penelitian ini bertujuan untuk mendapatkan bukti empiris terkait efek Socratic Questioning pada kemampuan membaca siswa terhadap teks eksposisi analitis.
Populasi dari penelitian ini adalah 76 siswa kelas XI SMA PGRI 56 Ciputat (XI IPA dan IPS) dan keseluruhan siswa tersebut sekaligus menjadi sample dari penelitian ini.
Siswa-siswa tersebut dibagi menjadi dua kelompok; kelas eksperimen dan kelas control, melalui purposive sampling technique. Metode yang digunakan dalam penelitian ini adalah metode quantitative dengan menggunakan quasi experiment sebgai desain penelitian. Instrumen pengumpulan data berupa uji kemampuan membaca yang terbagi dalam pre-test dan post-test. Lebih lanjut, data yang didapatkan dari penelitian ini dianalisa menggunakan t-test untuk mengetahui tingkat signifikansi dan menggunakan cohen’s d formula untuk mengidentifikasi tingkat pengaruh dari hasil tersebut. Berdasarkan data tersebut, t0 (2.99) lebih tinggi dari ttable (1.99), pada derajat bebas 74 dan derajat signifikasi 5%. Tetapi, hasil penghitungan tingkatan efek tidak menunjukan pengaruh yang tinggi. Tingkat pengaruh penelitian ini (0.05) berada pada interval 0 – 0.20 yang mana tingkat tersebut berada pada tingkat pengaruh lemah. Dari penuturan di atas bias disimpulkan bahwa Socratic Questioning yang diterapkan pada siswa kelas XI SMA PGRI 56 Ciputat memiliki pengaruh yang signiikan dengan tingkatan yang lemah terhadap kemampuan membaca siswa pada teks eksposisi analistis.
vii
ACKNOWLEDGMENT
In the name of Allah The Merciful and Blessing
All praise be to Allah the Almighty, the Lord of The Universe, Allah SWT, who has spared His blessing, mercy, love, and compassion to the writer so that he is finally able to finish the last assignment in his study. Peace and salutation be upon the Prophet sent for the humankind, Muhammad SAW, who has guided us and showed us the straight path to the real happiness in the world and hereafter.
Here the writer would like to express his huge honor and gratitude to everyone who has supported the writer to complete his study especially to his parents, Mr. Tolu and Mrs. Sri Amunah, who have been always praying, giving everything, and supporting their son in taking every step of his affairs.
The writer also would like to express his great honor to all of the lectures in the English Education Department especially to his advisors, Dr. Nida Husna, M.Pd., MA. TESOL. and Atik Yuliyani, MA. TESOL. who have sincerely sacrificed their time to guide and help the writer to finish this last assignment with valuable and precious advice, ideas, suggestions, and comments.
The writer would also send his great gratitude to:
1. Dr. Sururin, M.Ag as the Dean of Faculty of Tarbiyah and Educational Sciences.
2. Didin Nurudin Hidayat MA TESOL Ph.D., as the Head of Department of English Education.
3. Zaharil Anasy, M.Hum., as the Secretary of Department of English Education.
4. All lecturers of the Department of English Education for the knowledge, motivation, and support for the writer during the period of his study.
viii
5. The head of SMA PGRI 56 Ciputat, M. Zainuddin, S.Pd. for permitting and helping the writer to conduct the research.
6. Novia Roza, S. Pd., as the English teacher who has given her special supports and helps the writer in conducting the study.
7. All teachers of SMA PGRI 56 Ciputat who have given the writer opportunity and have welcomed the writer to conduct the research.
8. The students of XI IPA 1 and XI IPA 4 of SMA PGRI 56 Ciputat for their willingness to be participants of this.
9. His special roommates, Haris Ahmad Saputra, and Muhammad Sutawijaya, that accompanied him along his study in State Islamic University of Jakarta.
10. All his friends of English Education Department, especially PBI A, for their endless motivation and supports during the study and in conducting the research.
11. Everyone, whose each name cannot be mentioned, the writer thanks to them for every contribution in completing this research.
The writer fully understands that this study is full of imperfection. Thus, the writer would be pleased to get motivation and constructive critiques and suggestions in order to make the writer learn more about writing a better research report.
Jakarta, September 9th, 2019
Muhammad Hamim Mahfuddin
ix
TABLE OF CONTENTS
ENDORSEMENT SHEET ... iii
... iii
ABSTRACT ... v
ABSTRAK ... vi
ACKNOWLEDGMENT ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF APPENDICES ...xii
CHAPTER 1 ... 1
INTRODUCTION ... 1
A. Background of The Study ... 1
B. Identification of The Problem ... 5
C. Limitation of The Research... 6
D. Research Question ... 6
E. Purpose of The Research... 6
F. Significance of The Research ... 6
CHAPTER II ... 8
THEORETICAL FRAMEWORK ... 8
A. General Concept of Reading ... 8
B. Analytical Exposition Text ... 10
1. Definition of Analytical Exposition ... 10
2. Structure of Analytical Exposition ... 11
3. Language Features ... 13
4. Example of Analytical Exposition Text ... 14
C. Socratic Questioning ... 17
1. Definition of Socratic Question ... 17
2. Characteristic of Socratic Questioning ... 18
3. Type of Question in Socratic Questioning ... 19
4. Using Socratic Questioning in Classroom ... 23
x
D. Previous Study ... 24
E. Theoretical Hypothesis ... 26
CHAPTER III ... 27
A. Research Methodology ... 27
1. Place and Time ... 27
2. Method and Design ... 27
B. Population and Sample... 28
1. Population ... 28
2. Sample... 28
C. Data Collecting technique ... 28
1. Pre Test ... 29
2. Post Test ... 29
D. Data Analysis Technique ... 29
CHAPTER IV ... 33
RESEARCH FINDING AND INTERPRETATION ... 33
A. RESEARCH FINDINGS ... 33
B. INTERPRETATION ... 47
CHAPTER V ... 51
CONCLUSION AND SUGGESTION ... 51
A. CONCLUSION ... 51
B. SUGGESTION ... 51
REFERENCES ... 54
Appendix 1 ... 57
Appendix 2 ... 69
Appendix 3 ... 82
Appendix 4 ... 83
Appendix 5 ... 84
Appendix 6 ... 95
Appendix 7 ... 96
xi
LIST OF TABLES
Table 2. 1 : Example of Analytical Expoxition Text ... 14
Table 2. 2 : Type of Question oin Socratic Questioning ... 20
Table 4. 1 : Experimental and Control Class Score ... 33
Table 4. 2 : Gained Score ... 36
Table 4. 3 : Test of Normality ... 38
Table 4. 4 : Homogeneity Test of Pre-Test ... 39
Table 4. 5 : Homogeneity Test of Post- Test ... 40
Table 4. 6 : Comparison between Score of Pre-Test and Post-Test ... 41
xii
LIST OF APPENDICES
Appendix 1 : Rencana Pelaksanaan Pembelajaran Kelas Kontrol ... 57
Appendix 2 : Rencana Pelaksanaan Pembelajaran Kelas Eksperimen ... 69
Appendix 3 Test Specification of Item Test (Pre-Test): ... 82
Appendix 4 : Test Specification of Item Test (Pre-Test): ... 83
Appendix 5 : Instruments of The Study ... 84
Appendix 6 : Validity Test of Pre-Test Instrument ... 95
Appendix 7 : Validity Test of Post-Test Instrument ... 96
Appendix 8 : Documentations ... 97
1 CHAPTER 1 INTRODUCTION
This chapter discusses background the study, identification of the problem, limitation of the research, research question, purpose of the research, and significance of the research.
A. Background of The Study
As one of the language skills, reading skill is very important to be mastered by the students. Reading is an important component to make people get information from any written text. Without good reading skill, it will be difficult for students to understand and convey the meaning of a written text, so it will influence their lifestyle in getting information and in the end, it will influence the result of their study.
Reading is an important part of the EFL curriculum including in Indonesia.
Based on Curriculum 2013, students need to master reading comprehension in some written texts. The texts that must be learned by students are recount, narrative, procedure, descriptive, news item, spoof, report, analytical, exposition, hortatory exposition, explanation, discussion, and simple review in daily life context to access the knowledge.1
Those texts have their own features and different difficulties. From those texts, one of the text is analytical exposition text which has its own language features, structure, and difficulties. Analytical exposition text is a text that is learned by the eleventh-grade student of senior high school. They must have the ability to understand analytical exposition in some aspects including the function, structures, and linguistic features in both spoken and written. It is based on the
1 Rahmad Rifandi.2014.The Effect of Using Literature Circle Strategy on Reading
Comprehension in Analytical Exposition Text.Facculty of Education and Teaching Sciences: UIN Sultan Syarif Kasim Riau, p.4.
2013 curriculum, as it was stated by Ministry of Education states at core component 3.4 that membedakan fungsi social, struktur teks, dan unsure kebahasaan beberapa teks exposisi analitis lisan dan tulis dengan memberi dan meminta informasi terkait isu aktual, sesuai dengan penggunaannya. 2.
Analytical Exposition text is constructed from three main parts, those are the introduction that shows the thesis statement of the text, arguments, and conclusion.3 It is also mentioned that analytical exposition text has some language features, those are using descriptive persuasive words, present tense, mental verb, conjunction word, word and sentence that express the author‘s position, and persuasive technique.
Comprehending analytical exposition text is important for students, but it is not easy, especially for senior high school students. In fact, many problems may appear in the process of comprehending analytical exposition text. Based on the research that was conducted by Djoni, he found some problems regarding student‘s comprehension in analytical exposition text. He said that many students got difficulties in finding information related to thesis and argument. They got difficulties to get point, detail, and inference of the text. The problems are the result of their lack of comprehending analytical exposition text.4
Another research conducted by Rahmad Rifandi found more specific problems of students in reading analytical exposition text. He showed five problems as can be seen below. 5
1. Some of the students are not able to identify main ideas from the text.
2. Some of the students are not able to identify the supporting ideas from the text.
2Kementrian Pendidikandan Kebudayaan.2013.Kurikulum 2013 Kompetensi Dasar Sekolah MenengahAtas (SMA)/Madrasah Aliyah (MA).Jakarta
:KementrianPendidikandankebudayaan, p.64
3KementrianPendidikandan Kebudayaan.2017.BahasaInggris- StudidanPengajaran.Jakarta :KementrianPendidikandankebudayaa,.p. 48
4 Djoni.2015.Improving Students’ Reading Comprehension of Analytical Exposition Text by Using Graphic Organizers at Grade XI Social Science Of SMA Kalam Kudus Padang.Journal English Language Teaching : State University of Padang. p. 2.
5Rahmad Rifandi.2014.The Effect of Using Literature Circle Strategy on Reading Comprehension in Analytical Exposition Text.Facculty of Education and Teaching Sciences: UIN Sultan SyarifKasim Riau. p.4.
3. Some of the students are not able to get information from the text.
4. Some of the students need much time to comprehend the text.
5. Some of the students get difficulties in making inference in analytical exposition text.
The writer found the problem in teaching reading when the writer conducted observation during his teaching practice program at SMA PGRI 56 Ciputat. He found that many students were not really involved in the teaching and learning process especially in reading. When they are taught in a conventional way, such as the teacher only explains while students only sit and listen to their teacher, they would not be interested. So varying method that can interest student is important, because it will invite their participation in the teaching and learning process.
Understanding analytical exposition text is necessary for students, because it is one of materials that will be examined in national examination. In the other hand, students need to have good comprehension in analytical exposition, because it will influence their ability to comprehend the reference especially English written text, in order to do their assignment. Besides that, understanding analytical exposition is important in daily life, for example when students read the news in newspapers, magazines, and the internet. Lack of comprehension in the analytical exposition text will make them misinterpret the meaning and make them get the wrong information.
Comprehending a text means comprehending main ideas and the supporting idea of the text. Without sufficient comprehension of them, students cannot understand properly the thesis, arguments, and conclusion of the author.
Therefore, it is very important to help students to improve students‘
comprehension in analytical exposition text. There are many ways can be used to do it, one of them is activating background knowledge. It is one of the important things to get the idea, either the main idea or supporting idea in the analytical exposition text. Because when people have at least little information about the topic in the text that will be read, people can understand it easier.
To activate background knowledge, the writer offers Socratic Questioning.
Socratic Questioning can be used to reveal one‘s prior knowledge. As Paul and Elder said that ―To deeply probe student thinking, to help students begin to distinguish what they know or understand from what they do not know or understand.‖ 6
Even though there are some methods that can be used to activate background knowledge, however, Socratic Questioning has features that are different with the other method. Socratic has six types of questions, those are question of clarification, question of assumption, question of prove, and evidence, question about perspective and viewpoint, question about implication and consequences, and question about question. With those types of question, the way students in getting background knowledge are more systematic, deep, and comprehensive.
It is in line with the purpose of teaching reading Analytical Exposition text for eleventh grade of senior high school. Syllabus of English for the eleventh grade of the senior high school stated that in teaching reading analytical text students are expected to be able to get the meaning and interpret the analytical exposition text regarding the current issue or topic.7
By using Socratic Questioning as the method to activate the background knowledge, students can predict the topic discussed in the text more comprehensively. It can help students in getting meaning and interpret the text
The teacher will ask students to recall their knowledge about a given topic or issue through Socratic Questioning. Therefore, the writer believes that Socratic Question will help the students to comprehend the analytical exposition text because students will explore their background knowledge by applying the Socratic Questioning.
Dietrich proved that Socratic Questioning method can improve students reading comprehension. By using action research, he examined Socratic Questioning method that was implemented to two students of Summer Literacy
6 Richard Paul and Linda Elder.2007. Critical Thinking :The Art of Socratic
Questioning.Journal of Develpmental Education Volume 31, p.1.
7 Teacher‘s syllabus of English for XI Grade of SMA PGRI 56 Ciputat.
Program. The result of the research is both two students show improvement in their ability to interact in a given text and respond to what have they read based the discussion with instructor.8
Another research conducted by research found that Socratic Questioning method improved students‘ study results in social science. By using class action research with two cycles, she tested Socratic questioning to students of the fifth grade of SDN 2 Balam Merah, Pelalawan. There was an improvement from cycle 1 to cycle 2. In cycle 1, students ‗average score was 65,0, while in cycle two, students got 70,8. Besides that, she found that students tend to be active and positive in involving the teaching and learning process.9
Socratic Questioning is not a difficult method. It does not require complex media, but it just needs good preparation, as stated by Intel Foundation, that Socratic Questioning is suitable at any level and is a tool that really useful for teachers.10
Based on the statement above, the writer is going to limit his research on reading comprehension in analytical exposition text, by taking a sample of the research at the eleventh grade of SMA PGRI 56 Ciputat. The writer takes the title,
“The Effect of Socratic Questioning on Students’ Reading Comprehension on Analytical Exposition Text at Eleventh Grade of SMA PGRI 56 Ciputat”. As the research used experimental study, the writer will use two classes, those as experimental and controlled class.
B. Identification of The Problem
Based on the background of the study above, the low reading comprehensions of the student in the analytical exposition text are many students:
1. are lack of vocabulary
8Michael Dietrich.2015.The Socratic Seminar’s Effect on Reading Comprehension.
College of Education and Leadership : Cardinal Stritch University. p. 76
9Zuraida.2010. Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Ilmu Pendidikan Sosial Melalui Metode Socrates di Kelas V SDN 002 BalamMerah Kecamantan Bumut Kabupaten Pelalawan.Fakultas Tarbiyah dan Keguruan : UIN Sultan Syarif Kassim Riau. p. 60
10Intel Foundation.2007. Designing Effective Project : Questioning The Socratic Questioning Technique.Intel Corporation. p. 1
2. are not familiar with the text discussed, because of the lack of knowledge they have
3. are passive in the teaching and learning process
4. are difficult to identify the main idea and supporting idea in the text 5. have difficulties in finding information related to thesis and argument.
6. have difficulties in getting point, detail, and inference off the text.
C. Limitation of The Research
Based on the explanation, the writer limits the research that will be conducted is focused on the effect of Socratic questioning on students‘ reading comprehension in analytical exposition text at the eleventh grade of SMA PGRI 56 Ciputat.
D. Research Question
Based on the background above, the research question can be seen as follows.
Does Socratic Questioning affect students‘ reading comprehension on analytical exposition at Eleventh Grade of SMA PGRI 56 Ciputat?
E. Purpose of The Research
The purpose of this study is to know whether Socratic questioning affects students of the eleventh grade of SMA PGRI 56 Ciputat in comprehending analytical exposition text.
F. Significance of The Research
The writer expects the result of this research will be useful for teacher, students, and colleagues.
For the teachers, this research is expected to enrich teacher techniques in teaching reading comprehension especially in teaching analytical exposition text, so they can practice it in the classroom to get the optimal results by practicing Socratic Questioning. Moreover, the teaching and learning process in the classroom can be more varied.
For students, the result of this research can be a reference to get information on how to improve their reading comprehension in analytical exposition text, by
activating their background knowledge by using Socratic Questioning. The writer hopes students be more enthusiastic about practicing reading English written text.
For colleagues, the writer expected that this research can be a resource that provides some information for future researches. Hopefully, by using some information in this research, the discussion about Socratic Questioning in English teaching and learning can be more developed for the best result in the future
8 CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the writer presented general concept of reading, concept of analytical exposition, concept of Socratic Questioning, and previous studies.
A. General Concept of Reading
Reading is an important English skill. Because of the importance, reading is learned by people who learn English. Mahmud stated that ―reading is the process when the readers make meaning of the written text they read.‖1 From the statement, it can be inferred that text, reader make an effort to understand the meaning of the text. In other words, reading activity needs interaction between the reader and the text. The interaction is created when the reader involves the text and tries to make meaning the message in the text. It is elaborated by the fact that reading is a receptive skill, as Harmer defines ―listening and reading, on the other hand, involves receiving messages and is therefore often referred to as receptive skill.‖2 Since reading is a receptive skill, a reader who reads a passage is receipting information from the text.
Furthermore, another definition of reading defines that reading is active thinking process in understanding print and graphic.3 Alderson stated that in reading activity, the readers is not only looking to the text but also decoding in some sense the mark of page, what does it mean and how it relates each other 4 It can be implied that reading is an active thinking process that involves not only readers and text but also meaning.
1Mahmud, T. 2008. Teahing Raading Strategies Used by ESL Teacher That Facilitate Teaching and Learning Reading. Sarawak: Universiti Sarawak Malaysia.p.8
2 Jeremy Harmer.2007.The Practice of English Language Teaching (Fourth Edition.Malaysia: Pearson Education.16
3 Ontario School Board.2004.Think Literacy: Cross Curricular Approaches, Grades 7-
12.Ontario:Quuen Printing. p. 7
4 Charles J. Alderson.2000.Assessing Reading. Cambridge:Cambridge University Press, p.3
Furthermore, according to Roit, ―reading is a highly strategic process during which readers are constantly constructing meaning using a variety of strategies, such as activating background knowledge, monitoring and clarifying, making predictions, drawing inferences, asking questions and summarizing‖. 5It can be implied from Roit‘s statement that reading is an activity that readers should apply some strategies to construct the meaning of the written text.
In conclusion, based on the description above, reading is an interaction between the reader and written text to make and constructing meaning in a written text by involving an active cognitive process and using some strategies.
The strategies that usually applied in reading are a. activating background knowledge
b. monitoring and clarifying c. making predictions d. drawing inferences e. asking questions f. summarizing
As reading is an activity to gain information from written text, comprehending text is an essential part of reading activity. Singer stated that comprehension depends on people ability to analyze word meaning, grammatical structure and sentence semantic.6 Furthermore, Roit simply stated:
―comprehension is the ability of readers to get meaning from text .‖7 It can be inferred from the statement that comprehension is a kind of ability that needs to be acquired by a reader to get meaning from the text.
Based on those explanations, the writer can conclude that reading comprehension is a kind of ability that makes a reader can get and construct
5Marsha L. Roit.2015.Effective Teahing Strategies for Improving Reading Comprehension In K-3 Students.McGraw Gill Education.p.2.
6Murray Singer.2013.Validation in Reading Comprehension. Current Directions in Psychological Science Vol. 22, No. 5.
7Op.Cit
meaning from the written text. Reading ability is a core component in reading activity because reading will be less meaningful when the reader does not have the ability.
B. Analytical Exposition Text
1. Definition of Analytical Exposition
There are some texts that must be comprehended by students of senior high school, such as narrative text, recount text, report text, descriptive text, procedure text, spoof text, and expository text. Among those texts, expository text is a kind of text included in the 2013 curriculum.
Furthermore, according to Kane, ―exposition reveals what a particular mind thinks or knows or believes. Expositionconstructed logically. It organizes around cause/effect, true/false, less/more, positive/negative, general/particular, assertion/denial‖. 8 In other word, exposition explores a specific argument and idea. Analytical exposition explores a specific argument. The author of the analytical exposition text reveals the topic by showing its cause and effect, correct and incorrect, positive and negative, general and particular, and also by showing his/her agreement and disagreement.
Furthermore, Gerrot and Wignel explained analytical exposition text as a type of text that is used to persuade readers that something should be in the case.9 In another word, when an author writes an analytical exposition text, he/she tries to convince the reader about a topic or issue. Because the purpose of the text is persuading readers, an author needs to shows the data and the example to support his/ her arguments.
Simply Coffin explained that analytical exposition exposes the author‘s point of view or argument.10 From Coffin‘s statement above, it can be inferred
8 Kane, Thomas S.1988.The Oxford Essential Guide to Writing.NewYork : Oxford University Press. p. 7
9 Gerot, L and Wignell, P.1994. Making Sense of Functional Grammar. New SouthWales: Antipodeon Educational Enterprises, p.197.
10Coffin, Caroline.2001.Arguing about how the world is or how the world should be: the role ofargument in IELTS Tests.UK:The Open University.p.9.
that argument is the main component of analytical exposition text. By discussing the arguments the author will show his/her point of view of the topic discussed.
Analytical Exposition is one type of text that is existed in 2013 curriculum for senior high school. Ministry of Indonesian Education stated that, analytical exposition text needs to clearly state point of view, uses research findings to support author‘s view point, defend his/her view point, support the view point with factual data like graph, pictures, and charts.11
From those descriptions, it can be concluded that analytical exposition is a text that discuss and analyze about certain information based on author‘s point of view by giving some arguments and it is supported by some data to elaborate those arguments to persuade readers
2. Structure of Analytical Exposition
This type of text has four main components; those are title, introduction, body, and conclusion. Emilia in Ministry of Education explains the details of each part as follows.12
a. Title:
1) Tells about the topic of the essay b. Introduction:
1) This is the starting point of exposition essay.
2) The writer states the topic and establishes the point of view (Thesis statement).
3) The introductory statement should be an emotional statement or a question that is an attention grabber.
4) A preview of the points you plan to make to support your thesis.
(argument).
c. Body:
1) A series of arguments to convince the audience.
2) Each paragraph starts with a new argument.
11Kementerian Pendidikan dan Kebudayaan.2014.Bahasa Inggris SMA/MA/SMK/MAK Kelas XI Semester 2. Jakarta: KementerianPendidikandanKebudayaan,, p.48.
12Ibid,p.48.
3) Each paragraph has a main point, reason for the main point and evidence to support the main point.
4) Use of emotive words, mental verbs, causal conjunction to persuade the audience.
5) Each paragraph has to be logically linked to the previous paragraph and to the thesis statement.
d. Conclusion:
1) Reiterate or restate the thesis statement 2) Summarize what has been stated.
Gerot and Wignell also stated that the generic structure of analytical exposition is organized in three stages:13
a. Thesis
Thesis consists of position and preview. Position introduces topic and indicates writer‘s position. On the other hand, preview is the outlines the main arguments to be presented.
b. Arguments
This stage consists of point and elaboration. Point restates main argument outlined in preview and elaboration develops and supports each point.
c. Reiteration
Reiteration is to restate writer‘s position
From those explanations above, it can be concluded that analytical exposition consist of three parts, those are thesis, arguments, and reiteration.
Thesis is a part where the writer put their position and present the topic of the problem discussed. Argument is a part that elaboration the writer‘s statement that is presented in thesis. At last, the writer restates and emphasizes their statement in the reiteration.
13Gerot, L and Wignell, P. 1994. Making Sense of Functional Grammar. New SouthWales:
Antipodeon Educational Enterprises, p.197.
3. Language Features
Every text in English has different language features that become characteristic of the text. It can be tenses, diction, and so on. As one of English text Analytical Exposition has language features as well.
She stated that analytical exposition text has at least three language features, First the use of modality or word which shows the writer‘s attitude. Second, the use of the word that expresses the feelings of the writer. Third, use of linking words to connect cause and effect.14
In addition, more specific explanation about language features of Analytical Exposition are given as follows.15
a. Using descriptive persuasive words with emotive connotations to emphasize author‘s point of view.
b. Using present tense c. Using mental verbs d. Using connecting words e. Using causal conjunction
f. Using words and sentence that express the author's position.
g. Using persuasive technique
From the explanation above, it can be sum that there are some language features of analytical expositions. To show the writer‘s attitude and feelings, she/he uses mental verb, persuasive words, and any other words and sentence that shows the writer‘s position. The writer can use connecting words and causal conjuction to link between cause and effect. At last, the writer generally uses simple present as a tense in the text.
14Kurnia Prasetyawati.2017.The Effect of Grammatical Knowledge, Creative Thinking on Students’ Writing of Analytical Expostion Ability. Faculty of Education : UIN Jakarta, p.12
15 Kementerian Pendidikan dan Kebudayaan.2014.Bahasa Inggris SMA/MA/SMK/MAK Kelas XI Semester 2. Jakarta: Kementerian Pendidikan dan Kebudayaan, p. 49.
4. Example of Analytical Exposition Text
Here is the example of analytical exposition text including its generic structure and language features, according Ministry of Education.16
Table 2. 1
Example of Analytical Exposition Text Text
Organization
Banning of motorbikes is necessary in the housing areas.
Language Features
Introduction Thesis Statement
Motorbikes are a
nuisance and a cause for great distress. Even though
motorbikes are
considered as the most convenient form of transportation, I think they are a hazard to humans, animals as well as the environment. I think motorbikes should be banned in housing areas due to the
following reasons: cause of unreasonable amount of noise, air
Mental verbs I think I believe
Argument 1 +
First of all, I would like to point out that
Conjunctive relations First of all
16Ibid. p.50.
elaboration motorbikes are major contributor to the pollution in the world.
Research has shown that motorbikes emit a deadly gas that is dangerous for environment.
Consequently, long- term emission of gas from motorbikes is a major contributor of global warming (Science Daily).
Secondly
Causal conjunctions Consequently,
Argument 2 +
elaboration
Secondly, according to a report from BBC News Channel, motorbikes are also responsible for causing diseases such as bronchitis, cancer and are a major trigger of asthma and high blood pressure. Some of the diseases are so ghastly that
they can kill people (BBC News, 2009).
Generic reference Accidents
Argument 3 +
elaboration
Furthermore, motorbikes create so much noise. There is
Expert opinion Expert
research show
―vroom vroom” noise everywhere. It is extremely difficult to sleep.
Parents with infants find it extremely challenging. The
moment their babies fall asleep, one or
other motorbike passes by and the baby wakes up. It is also arduous for children to concentrate on their homework.
Experts are of opinion that if there is extreme noise, it can lead to deafness
and lack of concentration in children and adults (Fields, 1993).
Argument 4 +
elaboration
Finally, motorbikes are responsible for horrible accidents. In some cases there
are deaths. Motorbike riders go so fast that they are unable to stop on time thus they end up hitting other people or
Present tense Go fast
Are responsible There is
animals. Many a times lot of animals are trampled and found death on road.
Motorbikes are known to be the biggest killers on road (Fields, 1993).
Conclusion : Reiteration of Thesis statement
In conclusion, from the arguments
above, I strongly believe that motorbikes should be banned from housing areas.
C. Socratic Questioning
1. Definition of Socratic Question
Socratic Questioning was named from the famous Greek Philosopher, Socrates.17 Bam stated that Socratic approach in teaching is based on the dialogue that is disciplined and rigorous. In addition, Woro Kusmayarni explained that Socratic Method is a method in teaching and learning processes constructed by Socrates which stressed self-examination through questioning.18
Furthermore, Paul and Elder explains ―Socratic Questioning is disciplined questioning that can be used to pursue thought in many direction and for many purposes, including: to explore complex idea, to get the truth of things, to open up issues and problem, to uncover assumption, to analyze concept, to distinguish
17 Megan Bam. 2012.Socratic Method: Asking good Questions that Promote Thoughtful and Relevant Responses. University of Carleton‘s Geoscience Department,p.1.
18 Woro Kusmayarni.2017.Assessing Student’s Speaking Through Socratic Questioning Method.Atlantis Press, p. 2.
what we know from what we don‘t know and to follow out logical implication of thought‖19.
From those statements‘, the writer defines that Socratic questioning is a method that using disciplined questions through dialogue between teachers and students. By asking and answering the question, students are expected to improve their understanding and create a conclusion about a chosen material or topic by themselves.
In Socratic Questioning, teachers do not explain the material or the topic, because as stated before, students try to find their own understanding, so the teacher play role as a facilitator. In other word, he or she is not the source of the knowledge, which does lecturing. It is supported by Reis who said that “Socratic inquiry is emphatically not ―teaching‖ in the conventional sense of the word. The leader of Socratic inquiry is not the purveyor of knowledge, filling the empty minds of largely passive students with facts and truths acquired through years of study.‖20
2. Characteristic of Socratic Questioning
Socratic Questioning has some characteristics that distinguish from any other type of questioning. Paul and Elder stated that Socratic Questioning has four characteristics, those are :21
a. Systematics b. Disciplined c. Deep
d. Focuses on concepts, theories, principles, issues, or problems.
In addition, Samples states more specific characteristics of Socratic Questioning method. Those are:
19Richard Paul and Linda Elder.2007. Critical Thinking :The Art of Socratic Questioning.Journal of Develpmental Education Volume 31, p.1.
20Rick Reis.2003.The Socratic Method : What is it and How to Use it in Classroom.Tomorrow‘s Professor Posting, p.1
21 Richard Paul and Linda Elder.2007.Critical Thinking : The Art of Socratic Questioning.
Journal of Developmental Education, p. 1.
a. The method is skeptical.
b. It is conversational. Socrates uses dialog as the main aspect of this method. Discussion, question, and the answer are important in this method. Due to the use of dialog, this method is also known as the dialectic method or elenchus method.
c. It is conceptual or definitional. Socrates argued that the truth is started with the correct definition. Finding a precise definition through dialog is a step that must be done before the problem solving process.
d. The Socrates method is empirical or inductive. Socrates criticizes the proposed definition by using an example. Common experience and general usage are always used to a tested definition.
e. The method is deductive. Deducing the consequences is used to test the given definition. In another word, Socrates examined the definition by drawing out its implication.22
From the explanation above, it can be summarized that Socratic Questioning is skeptical, conversational, conceptual, empirical, and deductive.
Furthermore, it is systematic, disciplined, deep, and focuses on concepts, theories, principles issues or problems.
3. Type of Question in Socratic Questioning
In Socratic Questioning, there are six types of question that must be conducted along the teaching and learning process that uses Socratic Questioning method. Kusmayarni explained that those types of questions consist of Conceptual clarification questions, Probing assumptions, Probing rationale, reasons, and evidence, Questioning viewpoints and perspectives, Probe implications and consequences, Questions about the questions23.
22 Kenneth R. Samples.2013. The Socratic Method. Retrieved at 2 pm, November 11th 2018 from www.str.org/.
23 Woro Kusmayarni.2017.Assessing Student’s Speaking Through Socratic Questioning Method.
Advances in Social Science, Education and Humanities Research, p. 2.
Paul mentioned six types of Socratic Questioning type as follows:24 Table 2. 2
Types of Question in Socratic Questioning Question of Clarification 1. What do you mean by ?
2. What is your main point ? 3. How does relate to ?
4. Could you put that another way?
5. What do you think is the main issue here?
6. Is your basic point or ?
7. Could you give me an example?
8. Would this be an example: ? 9. Could you explain that further?
Would you say more about that?
Why do you say that?
Let me see if I understand you; do you mean or ?
How does this relate to our discussion/problem/issue?
What do you think John meant by his remark? What did you take John to mean?
Jane, would you summarize in your own words what Richard has said? Richard, is that what you meant?
Question that Probe Purposes
1. What is the purpose of ?
2. What was your purpose when you said ? 3. How do the purposes of these two people
24Intel Foundation.2007. Designing Effective Projects: Questioning The Socratic Questioning Technique.Intel Corporation, p.1.
vary?
4. How do the purposes of these two groups vary?
5. Was this purpose justifiable?
6. What is the purpose of addressing this question at this time?
Question that Probe Assumption
1. What are you assuming?
2. What is Karen assuming?
3. What could we assume instead?
4. You seem to be assuming_______. Do I understand you correctly?
5. All of your reasoning depends on the idea that_______. Why have you based your reasoning on______ rather than______ ? 6. You seem to be assuming______ How
would you justify taking this for granted?
7. Is it always the case? Why do you think the assumption holds here?
Question that Probe Information, Reason, Evidence, and Causes
1. What would be an example?
2. How do you know?
3. What are your reasons for saying that?
4. Why did you say that?
5. What other information do we need to know before we can address this question?
6. Why do you think that is true?
7. Could you explain your reasons to us?
8. What led you to that belief?
9. Is this good evidence for believing that?
10. Do you have any evidence to support your assertion?
Are those reasons adequate?
How does that information apply to this case?
Is there reason to doubt that evidence?
What difference does that make?
Who is in a position to know if that is the case?
What would convince you otherwise?
What would you say to someone who said________ ?
What accounts for ?
What do you think is the cause?
How did this come about?
By what reasoning did you come to that conclusion?
How could we go about finding out whether that is true?
Can someone else give evidence to support that response?
Question about Viewpoint or Perspectives
1. You seem to be approaching this issue from_____ perspective. Why have you chosen this perspective rather than that perspective?
2. How would other groups or types of people respond? Why? What would influence them?
3. How could you answer the objection that
would make?
4. Can/did anyone see this another way?
5. What would someone who disagrees say?
6. What is an alternative?
7. How are Ken‘s and Roxanne‘s ideas alike? Different?
Question that Probe Implication and
Consequences
1. What are you implying by that?
2. When you say____, are you implying ? 3. But if that happened, what else would
also happen as a result? Why?
4. What effect would that have?
5. Would that necessarily happen or only probably happen?
6. What is an alternative?
7. If this and this are the discusses, then what else must be true?
Teachers do not always use the same question when practicing Socratic questioning. Teacher can modify the question based on the topic, level of the student, and the topic discussed in the classroom.
4. Using Socratic Questioning in Classroom
Socratic questioning as a technique in Socratic Method is applicable in teaching and learning process. The procedure can be varied based on the situation. Paul and Blinker posed suggestion to practice Socratic questioning in a discussion.25
a. Teacher prepares the topic, and does exploratory discussion. Exploratory Socratic Questioning enables teachers to find out what student know and
25Richard Paul and A.J. Binker.2012. Socratic Questioning. Retrieved September 8 from https://www.criticalthinking.org.
probe know or think and to probe to student thinking on a variety of issue.
Teacher put the student into ―fishbowl‖ discussion, which one small group make a circle, while the rest of the others surround them. The small group do the discussion and the bigger one listens, takes a notes, then discusses the discussion.
b. Teacher asks the student to write student point of interest about the discussion.
c. Teacher asks the student to create summaries
In addition, another suggestion to practice Socratic Questioning in classroom was delivered by Cleveland that describes the steps more specifically as follows:26
a. Teacher chooses the topic that will be discussed. In this step, teacher also prepares series of questions for the students.
b. Teacher asks students to make two circles; inner circle and outer circle. Inner circle will discussed about the text and the outer circle will be an observer and give feedback..
c. Teacher asks students to read the text twice.
d. Teacher begins the discussion with the inner circle as the focus. Teacher asks the students to state their perspective and assumption by giving them probing question delivered by teacher.
e. After the students claim their perspective, teacher asks them to show the evidence to support their claim.
f. Teacher asks the students to think and deliver the different point of view.
D. Previous Study
The first previous research was conducted by Miyoung Lee, Hyewoon Kim, and Minjeong Kim, entitled The Effects of Socratic Questioning on Critical Thinking in Web-Based Collaborative Learning. This research examined the impact of Socratic questioning on pre-service teachers‘ critical thinking skills in
26 Julie Cleveland.2015.Beyond Standardization: Fostering Critical Thinking in a Fourth Grade Classroom Through Comprehensive Socratic Circles. Arizona State University, p.35.
web-based collaborative learning. The participants in this study are 46 undergraduate university students who were on the pre-service education program. The researchers used both qualitative and quantitative methods. The result of this study is content analysis showed that novel, and critical messages were found on the pre-service teachers‘ discussion boards in which the instructor provided Socratic questionings. Furthermore, a multinational logistic regression showed that the group that used Socratic Questioning developed consensus through a conflict-oriented process.27
The second previous study is a research that was conducted by Woro Kusumayarni from Borneo University, entitled Assessing Student’s Speaking Through Socratic Questioning Method. This study is conducted to describe the use of Socratic Questioning in assessing student‘s speaking. The participants of this study are the fourth student of University of Tarakan. The researcher used descriptive qualitative in the study. The result is student‘s speaking scores achieved 31%students got A, 38% of students got B+, and 31% of students got B, which was the expected standard. The interview showed that Socratic Questioning can be used not only for teaching speaking skill but also for increasing student‘s critical thinking, although there are still many obstacles such as the topic discussed, type of Socratic questioning, lecture preparation, and time allotted.28
From those two previous studies, there are some differences aspect between them and this research. Those differences are the objective and the participants. In Lee, Kim, and Kim research they used Socratic Questioning to examine critical thinking, while in Kusumayarni‘s research, Socratic Questioning was used to assess speaking skill. Those are different from the objectives of this research that the writer examined the effectiveness of Socratic Questioning in
27 Miyoung Lee, Hyewoon Kim, and Minjeong Kim. 2014.The Effects of Socratic Questioning on Critical Thinking in Web-Based Collaborative Learning. Education as A Change.
28 Woro Kusmayarni.2017.Assessing Student’s Speaking Through Socratic Questioning Method. Advances in Social Science, Education and Humanities Research,
teaching reading comprehension. The second differences are the participants used in the researches, While the writer in this research took the data from eleventh-grade students of senior high school, Lee, Kim, and Kim took 46 undergraduate students, and Kusumayarni took the fourth semester of university as her participant. Even though there are some differences, but this research and those researches have same the same variable that is Socratic Question.
E. Theoretical Hypothesis
Based on the explanation above, the writer constructs the assumption that Socratic questioning can be used to improve students‘ reading comprehension on Analytical Exposition text.
27 CHAPTER III
RESEARCH METHODOLOGY
This chapter presents place and time of the research, method and design of the research, population and sample of the research, technique of data collection, technique of data analysis, and statistical hypothesis.
A. Research Methodology 1. Place and Time
This research was conducted at SMA PGRI 56 Ciputat, which is located at Jalan Pendidikan No.30, Ciputat, Kota Tangerang Selatan, Banten 15411, Tangerang Selatan. The research was conducted on June 2019.
2. Method and Design
This research is quantitative research and it uses quasi-experimental design. The writer used quantitative research because he compared groups using statistical analysis and collected data from the sample using an instrument with preset questions and responses. Furthermore, the writer chose quasi-experimental as the design of the research. As stated by Cresswell, the design used when the writer cannot artificially create groups for the experiment is called quasi-experimental design.1 That is the design that was used by the writer because the writer used the existing class in the school without forming a new group of experiments.
The writer wants to find out the significance effect between two variables. In this research, students at XI grade of SMA PGRI 56 Ciputat are going to be used as the object. The writer used two classes which were experimental class and controlled class. The experimental class is taught
1 John W. Cresswell.2012.Educational Research.Boston:Pearson Education Inc, p 309.
reading of analytical exposition text by using Socratic Questioning then the control class which is taught reading of analytical exposition in conventional way.
B. Population and Sample 1. Population
Population is a community of individuals that have the same characters.2 The population in this research consists of 2 classes of XI grade students of SMA PGRI 56 Ciputat. The total numbers of the student are 76 students.
2. Sample
Sample is a subgroup chosen by the researcher for generalizing the target population.3 Because of the small population, the writer used all of the population as the sample. The population was divided into two classes, those are XI IPA which has 37 students and XI IPS which has 39 students. The total sample of this research is 76 students.
Furthermore, the writer chose XI IPA to be the experimental class and XI IPS as the controlled class. The selection of the controlled class and the experimental class was taken by considering the teacher‘s suggestion and pre-test result
C. Data Collecting technique
The instruments used in this research were observation and test. The observation is conducted before and during the teaching and learning process. The test was divided into three types of test, those are pre-test and post-test. The pre-test is conducted before the treatment is applied and the post-test is conducted after the class has the treatment. The same pre-test and post-test are given to both experimental class and controlled class. In this
2 John W. Cresswell.2012.Educational Research.Boston:Pearson Education Inc, p 142.
3 Ibid.
research, collecting data is an important thing that will be done. There two type of collecting data, those are pre-test and post-test to collect the data.
1. Pre Test
The pre-test is given to know the students‘ knowledge of the material that will be tested. The instrument consists of 26 multiple choices question.
The participants are asked to answer questions related to the text given. Here is the scoring formula for Pre-Test.
Score = 2. Post Test
This test is given after the experiment finished to figure out the student‘s ability in comprehending Analytical Exposition text after the learning and teaching process. The instrument consists of 26 multiple choice questions related to the text. Here is the scoring formula for Post-Test.
Score = D. Data Analysis Technique
Data analysis is the last step in this research. This step is done to know the result of this result after collecting the data. Data that has collected must be analysed, to know the interpretation of the data before it can be concluded.
The writer uses t-test to find out the differences in students‘ scores in between before the experiment and after the experiment. The writer used a comparative technique to know the result of this research. In the comparative technique, the variables are compared to recognize whether the differences are significant or not. The t-test is formulated as follows:
to =
to = t value
M1 = mean variable of experimental class M2 = mean variable of controlled class
SEM1 = standard error of mean variable of experimental class SEM2 = standard error of mean variable of experimental class To operate t-test, there are some elements that must be found first. Those
are mean, standard error and standard deviation. Mean, standard error, and standard deviation are formulated as follows:
a. Determining Mean with formula Mi = M2 + i(∑ )
Mi = the average of variable score
∑ = sum of frequency multiplies the student‘s choice.
N = number of students
b. Determining the standard deviation score with formula SD1 = i√∑ (∑ )
SD1 = standard deviation
∑ = sum of squared gained score N = number of students
c. Determining standard error with formula SE Mi =
√
SE M1 = standard error SD = standard deviation N = number of student
d. Determining standard error from mean of variable X and variable Y, with the formula
SE M1 M2 = √
Determining t- table in significant level 5% and 1% with the degree of freedom, with formula:
df = (N1+N2)-2
df = degree of freedom N = number of student
32
33
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
This chapter presents the research findings and interpretation of the data.
In this chapter, it discussed the way to improve students‘ reading comprehension of analytical exposition by using Socratic Questioning at eleventh-grade students of SMA PGRI 56 Ciputat.
A. RESEARCH FINDINGS 1. Description of The Data
The study was conducted at the eleventh class of SMA PGRI 56 Ciputat.
The writer took test in this research as an instrument to figure out the effect of Socratic Questioning on student‘s reading comprehension in analytical exposition text. The test was divided into pre-test and post-test which were given to controlled class and experimental class. The writer chose XI IPA to be the experimental class and XI IPS as the controlled class. The selection of the controlled class and experimental class was taken by considering the teacher‘s suggestion and pre-test result. The class that got lower score than the other would be the experimental class.
a. Pre-Test and Post-Test Score
Data gained from experimental and controlled class were provided in the table as follows:
Table 4. 1
Experimental and Control Class Score Experimental Class Control Class
Student
Pre Test
Post
Test Student Pre Test Post Test
A1 73 86 B1 56 60
A2 70 83 B2 53 60
A3 66 76 B3 50 56
A4 53 70 B4 83 80
A5 50 63 B5 73 66
A6 60 66 B6 70 86
A7 43 60 B7 73 80
A8 50 60 B8 70 66
A9 40 53 B9 56 63
A10 53 56 B10 73 76
A11 73 66 B11 83 80
A12 80 93 B12 66 70
A13 80 86 B13 80 90
A14 40 53 B14 66 70
A15 60 66 B15 60 63
A16 53 66 B16 80 86
A17 56 63 B17 50 56
A18 63 80 B18 66 66
A19 83 80 B19 86 86
A20 76 76 B20 60 60
A21 73 80 B21 56 60
A22 60 50 B22 50 53
A23 40 60 B23 53 53
A24 66 56 B24 50 56
A25 56 66 B25 73 66
A26 76 80 B26 60 73
A27 60 63 B27 83 80
A28 50 60 B28 66 76
A29 46 63 B29 76 66
A30 50 53 B30 46 50
A31 66 63 B31 66 63
A32 60 70 B32 76 76
