THE EFFECT OF CRITICAL LITERACY APPROACH ON STUDENTS’ CRITICAL READING ABILITY
(AN EXPERIMENTAL STUDY AT THE FIRST GRADE STUDENT OF SMAN 5 BATAM)
SKRIPSI
NELLA KURNYA PRASINDY 180388203036
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG
2023
THE EFFECT OF CRITICAL LITERACY APPROACH ON STUDENTS’ CRITICAL READING ABILITY (AN
EXPERIMENTAL STUDY AT THE FIRST GRADE STUDENT OF SMAN 5 BATAM)
Skripsi
Submitted as a Partial Fulfilment
for the Undergraduate Degree in English Language Education
NELLA KURNYA PRASINDY 180388203036
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG
2023
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MOTTO
“We do not need magic to change the world, we carry all the power we need inside ourselves already: we have the power to imagine better.”- J.K. Rowling
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ACKNOWLEDGEMENTS
First and foremost, praises and thanks to the Lord Jesus Christ, the Almighty God for His love, mercy, health and blessing, so the researcher can be finished this skripsi, entitled “The Effect of Critical Literacy Approach on Students’ Critical Reading Ability with Experimental Study at The First Grade Student of SMAN 5 Batam.” This skripsi is being submitted as partial fulfilment of the requirements for the attainment of a Undergraduate Degree in English Language Education Department in Universitas Maritim Raja Ali Haji.
In the completion of this research skripsi, the researcher was relized that there are a lot of peoples have provided some contribution such, advice, motivation and support, and help every day. In this valuable chance the researcher would like to express her gratitude and appreciation to all of them.
1. Prof. Dr. Agung Dharma Syakti, S.Pi, DEA as the rector of Universitas Maritim Raja Ali Haji.
2. Assist. Prof. Satria Agust, S.S., M.Pd., as the Dean of the Teacher Training and Education Faculty, Universitas Maritim Raja Ali Haji.
3. Assist. Prof. Gatot Subroto, S. S., M. Pd., as the first advisor who always ask the researcher about continues skripsi and gave a lot of sugestions and advice, which really help the researcher to finished this skripsi under his guidance.
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4. Assist. Prof. Dewi Murni, S. S., M. Hum., as the second advisor who gave sugestions and advice, which really help the researcher to finish this skripsi under her guidance.
5. All of the lecturers of English Education Department for all of the guidance and knowledge and endless motivation for the whole semester.
6. To the researcher beloved parents for their love, prayers, caring and sacrifices for educating and preparing her future. This deepest appreciation goes to her beloved parents, for everything they gift to her to finished this skripsi.
7. To the researcher beloved sisters and brother (Adellia, Tiara and Noel), who always gave support to finished this research. To the researcher big Family who always care and support her-especially Tobing’s familiy and Simorangkir’s family.
8. To the researcher sweet sugar-Min Yoon Gi or Suga BTS. As her inspiration with his songs and lyrics.
9. To the researcher close friends-Aldi, Geraldine, Jusman, Kevin, Nilam, and many of them could not mention, thanks for always be her support system while write this research.
Januari, 05th 2023
Nella Kurnya Prasindy NIM. 180388203036
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TABLE OF CONTENT
APPROVAL SHEET………..….iii
APPROVAL SHEET………...iv
STATEMENT OF THE ORIGINALITY OF SKRIPSI………...v
MOTTO……….….vi
ABSTRAK……….vii
ABSTRACT……….….viii
ACKNOWLEDGEMENTS ………...ix
TABLE OF CONTENT………...xi
LIST OF TABLE………..….xiv
LIST OF FIGURE………..…xv
CHAPTER I INTRODUCTION………...1
1.1. Background of the Study………..1
1.2. Identification of the Problem………...3
1.3. Limitation of the Problem………...4
1.4. Research Question………....4
1.5. The Purpose of the Research……….4
1.6. Significance of the Research………..…………..4
1.6.1. Theoretically………..………4
1.6.2. Practically………..……5
1.7. Definition of Key Terms………..…….5
CHAPTER II LITERATURE REVIEW……….…..7
2.1. Review of Related Theory………..….7
2.1.1. Reading………...7
2.1.2. Types of Reading……….…8
2.1.3. Descriptive Text………..…….9
2.1.4. The Example of Descriptive Text………...…10
2.1.5. Critical Literacy Approach………...11
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2.1.6. Cricital Reading………..………16
2.2. Review of the Related Study………..………18
2.3. Conceptual Framework………...………...20
2.4. Hypothesis……….……….22
CHAPTER III RESEARCH METHODOLOGY…….………..23
3.1. Research Design……….………...23
3.2. Research Place and Time………...………24
3.2.1. Place………..24
3.2.2. Time……….………...25
3.3. Research Population and Sample………...25
3.3.1. Population………..………25
3.3.2. Sample……….………...26
3.3.3. Sampling……….………26
3.4. Research Instrument………...……….27
3.5. Research Procedure………...………..27
3.6. Data Collection Technique………...………...28
3.7. Data Analysis………...……….30
3.7.1. Pre-test and Post-test…………...………30
3.7.2. Normality test………,………31
3.7.3. Paired T-Test……….……….32
CHAPTER IV FINDING AND DISSCUSION……...………..34
4.1. Data Description………..………..34
4.1.1. Data Description of Pre-test ………...……….35
4.1.2. Data Description of Pre-test ………...……….39
4.2. Data Analysis……….………42
4.2.1. Normality Test………..……….42
4.2.2. T-test……….……….44
4.3 Discussion………..47
CHAPTER V CONCLUSION AND SUGGESTION………55
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5.1. Conclusion……….55
5.2. Suggestion……….55
5.2.1. Suggestion for the English Teacher………...56
5.2.2. Suggestion for the Students………56
5.2.3. Suggestion for the Next Researcher………...56
BIBLIOGRAPHY………..57
APPENDICES………....60
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LIST OF TABLE
TABLE 2.1 Principles of Critical Literacy Approach ... 14
TABLE 3.1 Research Design Framework ... 24
TABLE 3.2 Population ... 25
TABLE 3.3 Research Schedule ... 28
TABLE 4.1 Result of Student’s Pre-test ... 35
TABLE 4.2 Descriptive Statistic of Pre-test Score ... 37
TABLE 4.3 Frequency of Pre-test ... 38
TABLE 4.4 Result of Student’s Post-test ... 39
TABLE 4.5 Descriptive Statistic of Post-test Score ... 41
TABLE 4.6 Frequency of Post-test ... 41
TABLE 4.7 Normality Test ... 43
TABLE 4.8 Paired Sample Statistics ... 44
TABLE 4.9 Paired Sample Correlations ... 45
TABLE 4.10 Paired Sample Test ... 46
TABLE 4.11 True-False Question Pre-test ... 49
TABLE 4.12 True-False Question Post-test ... 51
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LIST OF FIGURE
FIGURE 2.1 Conceptual Framework ... 21
