Erlinda cute

THE EFFECT OF THINK ALOUD STRATEGY TOWARD STUDENTS READING SKILL: STUDY AT SECOND GRADE SMP NEGERI 2 PAPAR IN ACADEMIC YEAR 2014/2015

By :

ERLINDA NOVI ANDRIYANTI

NPM : 11.1.01.08.0069

FACULTY of TEACHER TRAINING and EDUCATION

ENGLISH DEPARTMENT

UNIVERSITY of NUSANTARA PGRI KEDIRI

2014

Preface

In the name of God the merciful and compassion and compassionate.

First of all thanks to God for his blessing until this proposal can be property finished. I also never forget thanks for my parents who have endless prayer and encouragement in my study.

Thanks for my lecture and my friends in academic 2014. Who have supported me to finish this proposal.

I realized that proposal is far being perfect but I expect it will be useful not only for me but also for the reader. I hope suggestion and critics to make this proposal better.

Kediri, July 2014

Erlinda Novi Andriyanti

TABLE OF CONTENTS

COVER ............................................................................................................................. i

PREFACE ........................................................................................................................ ii

TABLE OF CONTENTS ................................................................................................ iii

CHAPTER I. INTRODUCTION ................................................................................... 1

1.1 Background of the problem .................................................................................... 1

1.2 Identification of the problem ................................................................................. 2

1.3 Limitation of the problem ....................................................................................... 2

1.4 Problem formulation ............................................................................................... 2

1.5 Purpose of the research ........................................................................................... 3

1.6 Significant of the problem ...................................................................................... 3

1.6.1 Theoretically ................................................................................................. 3

1.6.2 Practically …………………………………………………………………4

CHAPTER II. REVIEW OF RELATED RESEARCH ............................................... 5

2.1 Theoretical Review ................................................................................................. 5

2.2 Previous Research and Overview ........................................................................... 6

2.3 Rational .................................................................................................................. 6

2.4 Hypothesis .............................................................................................................. 7

CHAPTER III. METHODOLOGY OF RESEARCH................................................... 8

3.1 Identification of Researcher Variable............................................................ 8

3.2 Technique and Research Approach....................................................................... 9

3.3 Place and time of the study ................................................................................. 9

3.4 Population and sample ........................................................................................ 9

3.5 Instrument of the research and collecting data.................................................... 11

3.6 Technique of analyze data .................................................................................... 12

CHAPTER IV. CONCLUSION ..................................................................................... 15

REFERENCE................................................................................................................... 16

iii

CHAPTER I

INTRODUCTION

This chapter presents the discussion on the background of the study, statement of the problems, objective of the study, scope and limitation of the study, significance of the study, assumption of the study, and definition of key terms.

1.1. Background of the Problem

Language is one of the most important things in communication and it is used as a toll of communication among the nations in all over the world. As an international language, English is very important and has many interrelationships with various aspects of life owned by human being. In Indonesia, English considered as the first foreign language and taught formally from elementary school up to the university level.

The most often become to complain is the teachers ability in applying appropriate approaches, methods, strategies or techniques in teaching or learning. So, many students are not interest in learning English. Therefore, the English teach suggested in order to be able mastering of method, such as, Nababan (1991: 4) notices that a qualified teacher is the teacher who is able to suit best method or technique to the material that is being taught.

In English, there are four skills that should be mastered, they are: listening, speaking, reading, and writing. The reading skill becomes very important in the education field, students need to be exercised and trained in order to have a good reading skill. Reading is also something crucial and indispensable for the students because the success of their study depends on the greater part of their ability to read. If their reading skill is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succeed in their study.

One of the methods researchers uses to get a clearer picture of what learners generally do while reading in a foreign language is think aloud. This is one type of verbal reports, obtained from the readers during reading (Cavalcanti, 1987).

Think-aloud means that readers report their thoughts while reading, but they are not expected to analyze their behavior as in introspection (Cohen, 1987). By means of asking their subjects to say out loud whatever goes through their minds, researchers hope to get a more direct view of the mental processes readers are engaged in while reading (Rankin, 1988).

In order to master reading skill, a teacher as an educator have to use good method in teaching learning process. In this case, the researcher concerns with the effect of think aloud strategy toward students reading skill study at second grade SMP Negeri 2 Papar in academic year 2014/2015.

1.2. Identification of the Problem

In relation to the study, the writer states some assumptions as follows:

1. The achievement of students‟ Reading skill in study at second grade SMP Negeri 2 Papar in academic year 2014/2015.

2. The effect of think aloud strategy toward students reading skill study at second grade SMP Negeri 2 Papar in academic year 2014/2015.

1.3. Limitation of the Problem

In this study, the writer only focuses the effects of think aloud strategy toward students reading skill. It is conducted only for the second grade student of SMP Negeri 2 Papar in Academic year 2014/2015. Thus, the result of this study only generalized or applied to the target population, specifically to the Second Grade Students of SMP Negeri 2 Papar.

1.4. Formulation of the Problem

Based on the background of study above, the problem of the study is as follows:

1. To what extent is the achievement of students‟ Reading skill in study at second grade SMP Negeri 2 Papar in academic year 2014/2015?

2. To what extent is the effect of think aloud strategy toward students reading skill study at second grade SMP Negeri 2 Papar in academic year 2014/2015?

1.5. Purpose of the research

In order to clarify the purpose terms used in this study, some definitions are put forward.

1. Think-aloud have been described as "eavesdropping on someone's thinking." With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text. The think-aloud strategy asks students to say out loud what they are thinking about when reading, solving math problems, or simply responding to questions posed by teachers or other students

2. Reading is a kind of activity in translating written symbols into corresponding sound. Reading skills enable readers to turn writing into meaning and achieve the goals of independence, comprehension, and fluency.

3. Reading skill is the capability of understanding or getting information from reading material.

4. Strategies According to Gony and Kingsmey (1974:12) the strategy is a process of individual behavior which modified or changed through practice or learning on the other hand.

5. Effect is words indicate things, which arise out of some antecedent, or follow as a consequence.

1.6. Significance of the Study

The result of the study is expected to be used theoretically and practically:

1.6.1 Theoretically

a. The result of this study is expected to be able to widen the skill of teachers in using think aloud strategy in order to improve student’s reading skill.

b. As a reference to other researchers who want to study think aloud strategy more

intensively in teaching reading.

1.6.2 Practically

a. The result of this study is suggested to apply the think aloud strategy to increase the students’ competence in English reading skill.

b. The use of think aloud strategy in reading can make the students are more enjoyable in doing their tasks associated with the reading materials.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents about some related information topic of the recent study. It is intended to provide some theoretical concepts which could support this investigation. The discussion is presented under the following sub headings:

1) Theoretical of review, 2) Previous research and overview, 3) Rational, 4) Hypothesis.

2.1. Theoretical of Review

Based on the theoretical description and result of the relevant studies, the writer arrives at theoretical review of this study.

In teaching and learning process, especially in English, many problems and activities face by the students and also the teachers. But, mostly the success of the students in learning the English should be determined by themselves. Beside the students study the English at the school, they should hard at home, that is by repeating again what they are getting at the school from the teacher to recognize or memorize the materials.

In English language teaching in Indonesian, reading is placed in high priority, we can see it from the curriculums. Senior high school curriculums, junior high school curriculum, even at elementary school emphasize the English language teaching on the reading comprehension ability.

Therefore, reading is the most important language skills for students to study hard, by reading the knowledge of the pupils will gradually increase, beside developing their ability in other language skills. But reading without comprehension is means nothing because reading comprehension is an active process to get the information from the text. By teaching four language skill in interactively, that is involves reading, listening, speaking and writing. In this case is limited for the reading skills itself to involve the pupils in learning activities i.e.; (1) To expands the pupils knowledge and art; (2) to motivates the student to be a good personality in their country; (3) to expands the pupils social intercourse. 5

So that in this case, the ability of the pupils will be increased by using textbook with are published by Depdikbud (Government) and Yudistira (Private Publishing Company).

2.2. Previous Research and Overview

From the four integrated skills (listening, speaking, reading and writing skill), the writer is interested to come up with a more elaborate description about reading skill as what Tarigan (1987) cited from Huda (2000) calls that reading skill as the third skill that the children have gained after speaking and before writing.

To the same extent reading should be stimulated when the students need to create the sense condition. In other words, the students will be guided to find the real answers of question they have in mind. Purposeful reading is encouraged by creating an interest in content, by trying in the new experience with personal background of the learning, by systematically extending the reading vocabulary (Betts).

§ Previous

By previewing, the student can find out whether a specialist in a certain fields written book or article and whether it contains the information he/she is seeking.

§ Overview

In over viewing, the student can discover the purpose and scope of the material, and can find sections that are the special interest to him.

2.3. Rational

Schema Theory is the source of some questions like: How do readers construct meaning? How do they decide what to hold on to, and having made that decision, how do they infer a writer’s message? The reader brings information, knowledge, emotion, experience, and culture – that is, schemata (plural) – to the printed word, Brown (2006: 299). 6

2.4. Hypothesis

A hypothesis is a statement of the research assumption about the relationship between two variables that the researcher plans to test within the framework of the researcher study (Kumar, 1993: 9).

The hypothesis of this study was prepared as a tentative answer for the research problem stated previously. In this case the alternative hypothesis as read follow:

“Think Aloud Strategy has effect toward Students Reading Skill” Because of statistical computation the alternative hypothesis need to be change into null hypothesis (Ho) as follow: “Think Aloud Strategy has not effect toward Students Reading Skill”

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents about some related information about the research on collecting data and analyzing the data which is very significant in this research. There ara some parts that will be presented in this chapter, they are follows:

3.1 Identification of the Research Variable

Variable is everything that is the object of research or the influential factors that are studied. Variable can be divided into qualitative variable and quantitative variable, quantitative variable can be classified into two groups; discreet variable and continuum variable.

Its function in the research, variable can be divided into two kinds, they are: dependent variable and independent variable.

1. Independent Variable is the variable which influences dependent variable, in other word independent variable is causes variables or stimulus variable.

2. Dependent Variable is the variable which is influenced by the independent variable. In other word dependent variable is the effect variable or output variable.

In this study the writer used the experimental method with Pre-Experimental Designs (non designs) by using Intact Group Comparison. Because it is not really experiment yet. Why? Because there are still another variables that can give influences to the Dependent Variable.This occurs because there is not Control Variable. In this study, the writer investigated: 8

think aloud strategy has effect toward students reading skill and think aloud strategy has not effect toward students reading skill. The writer focused his study on the second grade students at SMP Negeri 2 Papar in Academic year 2014/2015.

3.2 Technique and Research Approach

3.2.1 Technique of Research

This research used quantitative research. In this research, the writer studied about Effect of Pre-Questioning on the Reading Comrehension Achievement. The main goal of this study is To find out the effect of treatment with pre-questioning on the reading comprehension achievement, this research belonged to quantitative research.

3.2.1 Research Approach

In this research, the writer studied about effect of think aloud strategy toward students reading skill. The main goal of this study is to find out the achievement of students reading skill in study at second grade. So, the writer use structures approach.

3.3. Place and Time of the Study

3.3.1. Place of the Research

Choosing the place is very important step in order to meet that was needed to find out related data to analyze the research problems. For those reasons, the researcher choose SMP Negeri 2 Papar, Kecamatan Papar, Kabupaten Kediri, especially the class second grade as the place of research.

3.3.2. Time of the Research

Determining the time to observe is very important step in order to get the qualified data that was needed to analyze the research problems. For those reasons, this research was started in October 2014.

3.4. Population and Sample

3.4.1 Population

Population is represent entire/all subject research. Nawawi ( 2003) in Iskandar ( 2009 : 118) population is grand total of subject research which can be consisted of by the human being, object, animal, flora, symptom, assess the test or event as data source owning certain characteristic in a research. While according to Sudjana ( 2005 : 74) population is totality of all value which possible, result of counting/calculating or measurement, quantitative and also qualitative hit the certain characteristic from all clear and complete corps member is which wish learned by the nature.

In this study, the population of the study includes all second grade students of the SMPN 2 Papar in the academic year 2014/2015. there are as the population and for observation the samples are only 40 students consist of 2 classes namely experimented class and control class SMPN 2 Papar.

3.4.2 Sample

Sample is shares or proxy from accurate population ( Arikunto, 2006 : 87). While in big dictionary of Indonesian, sampel is an used by example of from the lion's share. While according to Sugiyono ( 2003 : 56) sampel is " some of amount and characteristic owned by population, As for becoming sampel of at this research is all student of nine grade class.

Suharsimi (2006) stated that if the subject is less than one hundred it is better to take the entire subject. Furthermore, if the subject is more than one hundred it can be taken between 1015% or 20-25% or more that it. in this research the writer take 40 students as the sample. 20 students is students who join who experimental group and 20 students as a control group.

3.5. Instrument of the Research and Technique of Collecting Data

In any scientific research, instrument for collecting data was absolutely important. The accuracy of the result of research was mostly dependent on how accurate the use of instrument. Before research carried out, the instrument for the data collection should be well prepared.

Related to the research problems, the writer used reading test as an instrument. Ary (1979: 216) states that a test is a set of stimuli present to an individual in order to elicit responses on the basic of which a numerical score can be designed. Moreover, Heaton (1975: 89) states that the test used must be appropriate in term of our object, the dependable in the evidence provides, and applicable to our particular situation. In this case, the researcher gave the students reading test in using Think aloud strategy.

This study aimed at knowing the students achievement in Reading skill, where the students was asked to tell by using Think aloud Strategy was used to make the students achievement in reading skill (Nurgiantoro, 1995: 229).

The method of collecting data for this research is used testing. A test is a group of questions, tasks or exercises for measuring individual or groups skill. The contents or the reading task include factual question, determining a title and determining the main idea.

The test of those three aspects of reading comprehension was compiled by the writer herself collecting information about the subjects, which are learned at SMPN 2 Papar. For those reason, the writer has compiled 25 items of multiple choice and 10 items of essay question taken from various sources. Those choices from multiple choice questions are as follows:

a. Factual questions : 16 items

b. Determining a title : 4 items

c. : 5 items Determining the main idea

Every question is valued at 4 points, thus a total of 100 points. So, the essay questions are described a follows.

a. Determining a title

b. Determining the main idea : 4 items : 6 items

There are 4 band scales to measure reading comprehension test in essay questions described by Lucky Prang, an Australian PhD candidate (2003), the are as follows:

4 - Suitable title of reading passage given - Idea of the text understood

3 - Title of reading passage suitable but not perfect - Some difficulties in understanding some of the passage

2 - Title of reading passage is not very fitting - Difficulties in connecting the different passage

1 - Not able to create a title - Main idea of the text lost

3.6. Technique of Data Analysis

The technique of data analysis, will be used here is statistical analysis that is descriptive analysis. The technique of data collection in this research were test, interview, and observation. In this research the students were given the gap filling with a pool of answers and multiple-choice as type for the vocabulary test. Then the students were given a speaking test in the form of interview and monologue.

The writer used a test to collect the data. After collecting the data, they were processed with the following procedures:

· Editing

Find out the data of the Second Grade Students of SMA N-2 Jekan Raya.

· Coding

Each answer sheet is coded by giving code such as A1, A2,B1,B2,…and so on in order to keep the students privacy. 12

· Scoring

In this step, the writer gives the score for the students’ work based on the correct answer that the students make by using the following formula:

X 100

(Depdikbud, 2006:7)

it was used t-test with the level of significance 0.05 (5%). Before testing the proposed hypothesis, the writer took students‟ score of experimental and control groups, which is the score for pre-test and post-test. Thus, the writer calculated the mean score of the experimental group. For the purpose, the following formula is used:

Notes:

M = the mean score of experimental group

X = the deviation of score pre-test

N = the number of sample

= the sum of (sigma)

(Arikunto, 1998: 124)

Then, the formula that was used for the control group as follows:

Notes:

My = the mean score of control group

Y = the deviation score of pre-test and post-test

N = the number of sample = the sum of (sigma) (Arikunto, 1998: 124) The mean score that obtain through the above formula was analyzed and interpreted. Finally, the writer computed the hypothesis significant. 13 It was to know whether the Ho was accepted or not. For the sake of computation, it was used formula recommended by Arikunto (1998: 300), the formula was as follows:

Where:

M = mean deviation of each group

N = number of subject

X = deviation between pre-test and post-test (the experimental group)

Y = deviation between pre-test and post-test (the control group)

CHAPTER IV

CONCLUSION

In this proposal, the researcher gives conclusion that the aim of this research is to find out the effect of think aloud strategy toward students reading skill. So, there is significant think aloud strategy has effect toward students reading skill comprehension achievement of the second grade students of SMP Negeri 2 Papar.

REFERENCES

Arikunto, Suharsimi. 1993. Prosedur Penelitian. Bandung: Bina Aksara. Bolgar, Robert Ralph. 1998. Teaching Methods. England: Encyclopedia Compact Disk.

Furchan, Arif. 1982. Pengantar Penelitian Dalam Pendidikan. Surabaya: Usaha Nasional.

Grondund, NE. 1985. Measurement and Evaluation in Teaching. New York: Macmillan Publishing Company.

Hillerich, L. Robert. 1987. The Principal’s Guide to Improving Reading Instruction. USA: Bowling Green State University.

Huda, S. 2000. English Competency of KMI Students of Pondok Modern Gontor (a thesis). Ponorogo: Islamic Studies of Darussalam Gontor.

Hornby, AS. 1974. Oxford Advanced Learner’s Dictionary. USA: Oxford University Press.