THE EFFECT OF USING WHAT, WHERE, WHEN, WHO, WHY (FIVE W’s) STRATEGY ON STUDENTS’ COMPREHENSION IN READING NARRATIVE TEXT AT SENIOR HIGH SCHOOL 4 PEKANBARU Thesis Submitted as a Partial Fulfillment of the Requirements For Getting Bachelor Degree of Education (S.Pd)
By: NOPRI AYUNINGSIH SIN. 11014202492
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU 1435 H/2014 M
Thesis Submitted as a Partial Fulfillment of the Requirements For Getting Bachelor Degree of Education (S.Pd)
By: LENI KEMALA SIN. 11014201297
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU 1435 H/2014 M
ABSTRACT
Nopri Ayuningsih, (2014): The Effect of Using What, Where, Where, Who, Why (Five W’s) Strategy on Students Comprehension in Reading Narrative Text at Senior High School 4 Pekanbaru Based on the preliminary research of the eleventh grade at Senior High School 4 Pekanbaru, the writer found the problems in learning English especially in reading comprehension. The problems were: Some of the students were not able find out main idea in narrative text, some of the students were difficult to comprehend the reading, some of the students were not able to get factual information of the narrative text, some of the studentts still have difficulties in analyzing reading text. The objective of the research was to know whether or not there is significant effect of students’ reading comprehension in narrative text for the students whom were taught by using five W’s strategy. The design of this research was experimental research, this research used quasi – experimental research. The subject of the research was the eleventh grade at Senior High School 4 Pekanbaru. The total population were 258 students. The writer took only two classes as the sample by using cluster sampling; class XI Science 2, consisted of 32 students as experimental class, and class XI Science 4, consisted of 32 students as control class, so the numbers of sample from two classes were 64 students. The data of the research were collected by two kinds of pre-test and post-test. In analyzing the data, the researcher adopted Independent sample T-test formula by using SPSS version 16. Based on the analysis of data, the result shows that the score of T-test is 11.739, which greater than t-table at the 5% level significance (2.00), and at 1% level significance (2.65). it can be stated that 2.00 <11.739> 2.65. the writer’s found that the mean score of the students’ reading comprehension of post-test in experimental class was categorized into good level. While, the result of Kp was 68,9%.It means this strategy gave 68,9% effect. It means that Ho was rejected and Ha was accepted; or there was significant effect of using Five W’s Strategy on reading comprehension in narrative text.
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ABSTRAK
Nopri Ayuningsih, (2014):Pengaruh dari Penggunaan Strategi Five W's terhadap Pemahaman Membaca Tesk Narasi di SMAN 4 Pekanbaru Berdasarkan penelitian pendahuluan pada siswa kelas sebelas SMAN 4 Pekanbaru, Penelitian menemukan beberapa masalah dalam belajar dalam bahasa inggris khususnya dalam memahami bacaan. Masalah tersebut diantaranya: Beberapa siswa tidak bisa menemukan ide pokok dari teks bacaan dalam bentuk narasi, beberapa siswa tidak bisa memahami isi dari teks bacaan dalam bentuk narasi, Beberapa siswa tidak bisa menganalisis bacaan berdasarkan teks narasi. Tujuan penelitian ini adalah untuk mengetahui ada tidaknya pengaruh yang signifikan pada pemahaman membaca teks narasi pada siswa yang telah diajarkan menggunakan strategy Five W’s. Model dari penelitian ini adalah ekperimen, jenis penelitian ini menggunakan quasi-experimental. Subjek penelitian ini adalah siswa kelas sebelas di SMAN 4 Pekanbaru. jumlah dari seluruh populasi adalah 258 siswa. Penulis hanya mengambil dua kelas sebagai sampel dengan menggunakan Cluster Sampling; kelas XI IPA 2 yang terdiri dari 32 siswa sebagai kelas eksperimen dan kelas XI IPA 4 yang terdiri dari 32 siswa sebagai kelas kontrol. Jadi, jumlah sampel dari dua kelas tersebut adalah 64 siswa. Data penelitian ini diambil dari siswa dalam memahami bacaan teks narasi yang dikumpulkan dengaan menggunakan dua test, pre-test dan post-test. Dalam menganalisis data menggunakan rumus dari Independent sample T-test menggunakan SPSS versi 16. Dari hasil penelitian, skor to lebih tinggi dari ttabel, oleh karena itu, ho ditolak dan ha diterima, dimana thitung menunjukkan 11.865 pada level signifikan 5% ttable adalah 2.00, dan pada level 1% ttable adalah 2.65. Maka, Null Hipotesis (Ho) ditolak, dan Alternative Hipotesis (Ha) diterima, ditunjukkan dengan 2.00<11.865>2.65. penulis menemukan bahwa nilai rata-rata pemahaman membaca siswa dari post-test dikelas eksperimen dikategorikan kedalam tingkat yang baik. Sementara Kpadalah 68.9%. Ini berarti strategi ini memberikan pengaruh 68.9%. Dapat disimpulkan bahwa Ho ditolak dan Haditerima, atau terdapat pengaruh yang signifikan dari penggunaan strategi Five W’s terhadap pemahaman membaca teks narasi. Dapat disimpulkan bahwa pemahaman membaca siswa diajarkan dengan menggunakan strategy Five W’s lebih baik daripada pemahaman membaca siswa diajarkan dengan menggunakan konvensional strategi.
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ACKNOWLEDGMENT
All praises belong to Allah SWT, the Lord of Universe. He rewards the researcher time, opportunity, energy, financial, health and the most is belief. Therefore, the researcher is able to accomplish this project paper to fulfill one of the requirements for the award of undergraduate degree of English Education Department of the Faculty of Education and Teacher Training of State Islamic University of Sultan Syarif Kasim Riau. Shalawat and gratitude do to our noble character, the prophet Muhammad PBUH. He is the teacher of teachers, he is as the best educator who teaches and educates a human kind, and he has brought us from darkness to the course of ALLAH. In conducting the research and finishing this project paper, the researcher got suggestions, encouragements, motivation, and supports from many sides. Therefore, in this opportunity, she would like to express great thank and gratitude to those who have given her such a lot of valuable things that she is able to finalize and publish this research: 1. Prof. Dr. H. Munzir Hitami, MA, the Rector of State Islamic University of Sultan Syarif Kasim Riau, 2. Dr. H. Mas’ud Zein. M.Pd, the Dean of Education and Teacher Training Faculty of State Islamic University of Sultan Syarif Kasim Riau, 3. Drs. M. Syafi’i, M.Pd, the Chairperson Department of English Education for his guidance to complete this thesis,
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4. M. Fauzan Ansyari, M.Sc. the Secretary of English Education Department who has given guidance in completing this thesis, 5. Idham Syahputra, M.Ed. the researcher’s supervisor who has given guidance, motivation and advice to the researcher for completing this thesis, 6. All lecturers who have given their knowledge and insight both through formal classroom meeting and through informal occasional one, 7. Hj.Nurhafni, M. Pd. the Headmaster of Senior High School 4 Pekanbaru, his staffs and teachers who have given their kindness as long as the researcher took the research data, 8. Researcher’s beloved parents; Masri and Elly Warnis who have given great love, advice, support and pray. 9. Researcher’sbeloved aunt; Imas thanks for your love, help, pray and advice. 10. Researcher’s sisters and brothers; Masliana Rianti, Dilla Puspita Sari, Iki Rianto, Kardi Firdaus, Hamdan. thanks for your love and supports. 11. Reseacher’s nephews and nieces; Nur Azizah, Vivi andrianti, and Tiara Zhezhilya thanks for your nice smile. 12. Researcher’s best friends; Ako, Jenny Fransisca,Yutia Amri, Nurjulias Mayanti, Nadya, Wirdatul Jannah, Rasnalita, Dilper, Pitno, Welisa linda,Weli Sagita, Intan, Ayi, Ema thanks for your support and advice.
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13. Reaseacher’s beloved roomate; Dilaper, Pitno, Devi, Wiwid, Dila, Yana, Yuni, Hikmah, Fitri, Eva. thanks for your supporting, advicing, carrying, and praying. 14. Researcher’s all classmates; Yutia, Jenny, Nadya, Maya, Wirda, Iras, Aisyah, Mifta, Novia, Irda, Diah, Icha, Sinta,Septa, Risma, Winda, Fariz, Dani, Abid, Ari, Boy, Jefren, Sachban, Camnasiet, and students of English Education Department in the academic year 2010. Finally, the researcher realizes that this paper has many weaknesses and shortcomings. Therefore, comments, critiques, suggestions and advice are seriously needed and highly appreciated for the improvement of this project paper. May Allah, Almighty blesses them all. Amin….
Pekanbaru, May 2014 The researcher
NOPRI AYUNINGSIH SIN: 11014202492
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LIST OF CONTENTS
SUPERVISOR APPROVAL....................................................................
i
EXAMINER APPROVAL .......................................................................
ii
ACKNOWLEDGEMENT........................................................................
iii
ABSTRACT
...........................................................................................
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LIST OF CONTENTS ..............................................................................
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LIST OF TABLES ....................................................................................
x
CHAPTER I. INTRODUCTION...........................................................
1
A. The Background .........................................................
1
B. Definition of the Term ...............................................
5
C. The Poblems...............................................................
7
1. The Identification of Problems..............................
7
2. The Limitation of the Problems ............................
7
3. The Formulation of the Problems..........................
8
D. The Reason Choosing of the Title..............................
8
E. The Objective and Significant of the Research..........
9
1. The Objective of the Research ..............................
9
2. The Significant of the Research ............................
9
CHAPTER II. THEORITICAL FRAMEWORK .................................
10
A. Theoretical Framework ..............................................
10
1. The Nature of Reading ..........................................
10
2. The Nature of Reading Comprehension................
12
3. Reading Comprehension in Narrative Text...........
13
4. Students’Reading Comprehension in Narrative Text ..................................................................... 5. The
Factors
Influencing
16
Students’Reading
Comprehension in Narrative Text .........................
18
6. The Nature of the Five W’s Strategy ...................
21
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7. Teaching Reading by Using the Five W‘s Strategy..................................................................
22
B. The Definition of Approach, Method, Technique, and Strategy................................................................
23
C. The Relevant Research...............................................
25
D. The Operational Concept ...........................................
26
1. The Procedures of Experimental Class Treated by Using Five W’s Strategy ...................................... 2. The
Indicators
of
Students
26
Reading
Comprehension......................................................
27
E. The Assumption and Hypothesis ...............................
27
CHAPTER III. RESEARCH METHODOLOGY .................................
29
A. The Design of Research .............................................
29
B. The Location and The Time of the Research .............
30
C. The Subject and Object of the Research ....................
30
D. The Population and the Sample of the Research........
31
E. The Technique of Collecting Data .............................
32
1. Procedure of collecting data for experimental group......................................................................
32
2. Procedure of collecting data for control group......
33
F. The Validity and Reliability of the Instruments.........
3
1. The Validity of the instrument ..............................
35
2. The Reliability of the Instrument ..........................
40
3. Normality Test.......................................................
42
G. The Technique of Data Analysis................................
43
CHAPTER IV. DATA PRESENTATION AND DATA ANALYSIS...
46
A. Description of Research Procedure............................
46
B. The Data Presentation ................................................
47
C. The Data Analysis......................................................
59
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CHAPTER V. CONCLUSION AND SUGGESSTION.........................
68
A. Reaearch Conclusion ................................................
68
B. Suggestion..................................................................
69
BIBLIOGRAPHY APPENDICES
x
