CHAPTER
I
INTRODUCTION
A.
Background of the Research
Reading was one of the four language skills that needs to be developed
in teaching English. It was because reading had significant contribution to the
development of students’ knowledge. By reading it was possible for them to get
information, entertainment, and for their career and their study as well. Reading was the process of looking
at series of written symbols and getting meaning from them. When reading text
the students used their eyes to receive the written symbol (letters,
punctuation marks and spaces) and the students used their brain to convert them
into words, sentences, and paragraphs that communicate something for them.
Particularly in cases when students had to read English materials for their own
special subject.
For the English Foreign Language students, reading skills was important because by comprehending a reading
material, the students could
find the main idea of the reading, get information from the English passages,
know the writer’s message and understand what the text tells about. In addition, to increase the reading comprehension
the students should know
some reading components that may help them to read carefully. Those were finding information, main idea, reference, and
inference.
Furthermore,
in Kurikulum KTSP the students were demanded to comprehend several types of the
text that related to genre based approach, such as narrative, descriptive, and
recount. Especially for the Second Grade of Junior High School, in Based
Competence stated that the purposes of teaching english, especially in reading
skill was to express the various meaning of interaction oral text and monolog to
respond three types of the text they were narrative, descriptive, and recount
texts. It meant that the students were expected to understand those types of
text in order to achieve the level of comprehension.
There were two
indicators of descriptive text that must be mastered by the students clearly,
those were generic structure and language features of descriptive text. In
generic structure, the student should be able to identify the character of that
object, and then the description of the object that described the character of
that object itself. The description of the object such as people, animal or
place in the text clearly. Then, in language features the student should be
able to identify the usage of linguistic element in present forms such as simple present
tense,
action verbs, passive voice, nounphrase, adverbial
phrase and technical terms.
In order to make
teaching learning process in reading activities run well and more effective and
efficiently to students, the one of many ways to get the goal of teaching and
learning process can be done for making combining some strategies to be applied
in teaching reading. In other words, teacher should use the effective
strategies in order to make the reading activity run successfully in teaching
reading comprehension.
In this point, the researcher applied
one of the strategies namely Think Before Reading, Think While Reading, Think After
Reading (TWA). According
Hedin, L. S. (2011) states that Think Before
Reading, Think While Reading, Think After Reading (TWA) is a Self Regulated Strategy Development (SRSD) instruction
strategy to help struggling readers to improve their comprehension skills
through monitoring, cooperative learning, summarizing, main idea
identification, and self-questioning. This strategy made the students active in
teaching and learning process. They found
the important word through teacher’s instructions. Then, they interacted
each other to share the words with their classmates.
Based on explanation above, the researcher was conducting
an experiment research by Think Before Reading, Think While Reading, Think After
Reading (TWA). Therefore, the researcher conducted the
research entitled: “The Effect of Using Think Before Reading, Think While Reading, Think After
Reading (TWA) toward
Reading Descriptive
Text at the Second Grade of SMP Education 21 Pekanbaru”.
B.
The
Identification of the Research
Based on what had been discussed in
the background of the research above, these phenomena can be identified that
the students were not able to reach the indicators of decriptive text well in reading
skill.
C. Limitation of the Research
Based on the phenomena stated above, the researcher limits the study on the effect of Using TWA (Think Before Reading, Think While Reading, Think After Reading) in Teaching Reading Comprehension of Descriptive Text at the eighth grade of SMP Education 21
Pekanbaru.
D.
Formulation
of the Research
The phenomena
of this research was formulated in the following question: “ Is there any significant effect of using Think Before Reading, Think While
Reading, Think After Reading (TWA) strategy toward reading
descriptive text at the eighth grade of SMP Education 21 Pekanbaru?.”
E.
Purpose
of the research
The purpose of
the research was to find out the significant effect of the the students who are
taught by using Think Before Reading, Think
While Reading, Think After Reading (TWA) strategy in Teaching Reading Comprehension of Descriptive Text better than the
students who were not taught by Think
Before Reading, Think While Reading, Think After Reading (TWA) strategy
on reading comprehension of
descriptive text at the eighth
grade of SMP Education 21 Pekanbaru.
F.
Significance
of the research
The
finding of this research was to give valuable contribution as follows:
1.
For students
It was to give the positive
contribution, especially in term of students’ reading comprehension by using Think Before Reading, Think While Reading, Think After Reading (TWA)
strategy.
2.
For teachers
Teacher could use the result of
this research as reference when they wanted to improve their ability and got
more variation strategies in teaching reading. This research could be an
evaluation for the teacher who frequently used monotonous strategy in teaching
reading in the classrooms.
3.
For researcher
The
researcher could use this strategy to improve her/his skill in comprehending
the text and also for academic requirement to get under graduate degree.
G.
Definition
of the Key Terms
To
avoid misunderstanding of the concept used in this study, some definitions were
provided as the following:
a. Reading
comprehension was the process of understanding written text to extract information, then recalling the information
and connecting them to the existing knowledge in a piece of communication
whether oral or written
(Brown, 1994:291)
b. Think Before Reading, Think While Reading, Think After Reading (TWA) is a Self Regulated Strategy Development (SRSD) instruction
strategy to help struggling readers to improve their comprehension skills
through monitoring, cooperative learning, summarizing, main idea
identification, and self-questioning. (Hedin, L. S.:2011)
c. Descriptive
text was a text that giving a statement of what somebody or something was like.(English Syllabus 2013)
CHAPTER II
REVIEW
OF THE RELATED LITERATURE
A.
Review of the Related Theories
In this research
related theories, research of this study elaborated some related theories
dealing with using TWA (Think Before
Reading, Think While Reading, Think After Reading) Strategy teaching in improving students reading
comprehension. Those were described as follows:
1.
The
Nature of Reading
Reading was one of important factors
in four English skills. It is very important for students to learning English
as the second language. In addition Linse (2005:69) defines that reading was a
set of skills that involves making sense and deriving meaning from the printed
form. It meant that reading a text that print for the readers as the medium to
get what they need Teaching reading skills to non-native speakers of English
involves unique problems and challenges at all conceivable levels of
instruction (Murcia, 2001: 151). It is supported by Nunan (1991:72) stated that
reading was usually conceived of as solitary activity in which the reader
interacts with the text in isolation. It meant that there is a relationship
between the reader and the text that their read to find the means of text. Snow
(2000:15) states that reading does not occur in a vacuum. It is done for a
purpose. Reading activity involves one or more purposes, some operation to
process the text at hand, and the consequences of performing the activity. It
means that reading has purposes to make the readers understand about the topic
or main idea in a text or paragraph.
Furthermore, Johnson (2008:3-4)
states that reading is the practice of using text to create meaning. The two
key words here are creating and meaning. If there is no meaning being created,
there is no reading taking place. Also, reading is a constantly developing of
skill. Also, according to Wallace (2003:7) the reading process has tended to be
characterized primarily as psychological, cognitive and individual. So, the
reading has relationship with the social process. The factor that can influence
the reading ability is psychological, affective and individual from the
readers.
2.
Nature
of Reading Comprehension
Comprehension on reading text is an
activity process to which the reader brings the individual attitudes, interest,
and expectations. Reading comprehension involves much more than reader’s
responses to the text. According to Brown (1994:291) states that reading
comprehension is primarily a matter of developing appropriate, efficient
comprehension strategies. So, reading comprehension is the main factor in
teaching English. Reffering to Klingner
(2007:4) some reading comprehension strategies that been associated with
the highest effect sizes for students with learning disabilities are those that
teach students strategies that prompt them to monitor and reflect before,
during, and after reading.
Richards
and renandya (2002:277) defines that reading comprehension is the primary
purpose for reading ( though this is sometime overlooked when students are
asked to read overly difficult texts);rising students awareness of main idea in
a text are essential for good comprehensions. It means that reading
comprehension has the purpose to makes the readers find meaning from the text
which they are reading.
a.
The components
of reading comprehension
There were eight components of
reading comprehension features. They are main idea, expression/ idiom/phrases
in context, inference, grammatical features, detail including facts not
written, supporting idea, and vocabulary in context.
b.
The categories
of reading comprehension
Brown (1994: 187) states there are
two categories of reading comprehension, as follows:
1. Micro skill for reading
comprehensions:
a.
Discriminate
among the distinctive graphemes and orthographic patterns of English.
b.
Retain chunks of
language of different lengths in short-term memory.
c.
Process writing
at an efficient rate of speed to suit the purpose.
d.
Recognize a core
of words, and interpret word order patterns and their significance.
e.
Recognize
grammatical word classes (nouns, verbs, etc.), system (e.g., tense, agreement
and pluralization), patterns, rules and elliptical forms.
f.
Recognize that a
particular meaning maybe expressed in different grammatical forms.
2. Macro skill for
reading comprehension:
a.
Recognize
cohesive devices in written discourse and their role in signaling the
relationship between and among clauses.
b.
Recognize the
rhetorical forms of written discourse and their significance for
interpretation.
c.
Recognize the
communicative functions of written texts, according to form and purpose.
d.
Infer context
that is not explicit by using background knowledge.
e.
Infer links and
connections between events, ideas, etc., deduce causes and effects, and detect
such relations as main idea, supporting idea, new information, given
information, generalization, and exemplification.
f.
Distinguish
between literal and implied meanings.
g.
Detect
culturally specific references and interpret them in a context of the
appropriate cultural schemata.
h.
Develop and use
a battery of reading strategies such as scanning and skimming, detecting
discourse markers, guessing the meaning of words from context, and activating
schemata for the interpretation of text.
Micro
and macro reading skills could help the reader to comprehend the text because
in Micro skills the reader could recognize a core of words that can interpret
word order patterns and their significance, the micro reading skill can help
the reader to identify the grammatical word classes (nouns, verbs, etc.),
system (e.g., tense, agreement and pluralization), patterns, rules and
elliptical forms. And also, Macro reading skills could help the reader to recognize
the communicative functions of written texts, according to form and purpose
such narrative, descriptive, and recount text, macro reading skills can help
the reader to infer links and connections between events, ideas, etc., deduce
causes and effects, and detect such relations as main idea, supporting idea,
new information, given information, generalization, and exemplification.
According to Healy (2002) reading
comprehension is the understanding of the written word, the understanding of
the content that is being read, and the construction of meanings of the text. It
meant that reading with comprehension has meaning that the reader is able to
extract from the selection its essential facts and understanding, visualized
details and sense the readiness of facts. Reading Comprehension required
motivation, mental frameworks for holding ideas, concentration and good study
techniques or strategies Good readers recognize and get meaning from word they
see in print, and use their knowledge of the structure of the language to begin
forming a mental nation of the topic.
3.
Descriptive Text
Descriptive text was giving vivid detail of how something
or someone looks. A descriptive text tells what a person or thing is like. Its
purpose is to describe and reveal a particular person, place, or thing. The
text only shows fact because descriptive
show the attributes of the thing, most clauses use adjectives. Descriptive text
usually also show part whole relationship.
According to Ewen
(2005:14) Descriptive text was described as an object, person, or scene. The
description could be objective or subjective. In an objective description, you
provide factual information about what you have observation without revealing
your feelings. In a subjective description, you select and express details in
such a way as to reveal your attitude toward what you are describing.In addition
Wishon (1980:128) states that description gives sense Impression-the feel,
sound, taste, smell, and look of things. Moreover Kane (2002) states that
description deals with perceptions—most commonly visual perceptions. Its
central problem is to arrange what we see into a significant pattern. Unlike
the logic of exposition, the pattern is spatial: above/below, before/behind,
right/left, and so on. Description helps the reader, through his/her
imagination, to visualize a scene or a person, or to understand a sensation
or an emotion.
In line with the above paragraph,
descriptive text can conclude that a text which the characteristics of
something. Every type of text has certain features. The features of descriptive
text are social function and generic structure. First, Social function is
purpose of why the writer writes the text. In this step, the students can make
a paragraph in generally. Second, Generics structure is organizational
structure of the text. In generics structure, that consists of identification
and description.
a.
Social Function
of Descriptive Text
According
to Zahrowi (2009) descriptive writing or text is usually also used to help
writer develop an aspect of their work, e.g. to create a particular mood,
atmosphere or describe a place so that the reader can create vivid pictures of
characters, places, objects etc. To complete our intention to, here are the
characteristics based on descriptive writing or text, below; As a feature,
description is a style of writing which can be useful for other variety of
purposes as:
-To
engage a reader’s attention
-To create
characters
-To
set a mood or create an atmosphere
-To
being writing to life
b.
Generic
structure of descriptive text
The generic structure of descriptive text consists of
identification and description, they are:
1.Identification
It is a part of paragraph which introduces or identifies the character.
2.Description
It is a part of paragraph which describes the character.
It is a part of paragraph which introduces or identifies the character.
2.Description
It is a part of paragraph which describes the character.
c. Language Features of Descriptive Text
The
description text has dominant language features as follows:
1. Using Simple Present Tense
Use
the Simple Present to express the idea that an action is repeated or usual.
Simple Present can also indicate the speaker believes that a fact was true
before, is true now, and will be true in the future.
Examples:
·
You speak
English.
·
I play
tennis.
2. Using action verbs
Action verb is expressing
action, something that a person, animal, force of nature, or thing can do.
Examples :
·
In the library and at
church, Michele giggles inappropriately.
Giggling is something that Michele can
do.
·
Because of the spicy
Jamaican pepper, David reached for his glass of
iced tea.
Reaching is something that David can do—happily,
if his mouth is on fire.
3. Using passive voice
Passive
voice is when its subject does not perform the action of the verb. In fact, the
action is performed on the subject.
Example:
· Everyone was startled
by the power outage
· A scream was heard
coming from across the house
· The candles were extinguished
as we rushed to the scream
4. Using noun phrase
A noun phrase or
nominal phrase (abbreviated NP) is a phrase which has a noun (or indefinite
pronoun) as its head word, or which performs the same grammatical function as
such a phrase. Noun phrases are very common cross-linguistically, and they may
be the most frequently occurring phrase type.
Example:
·
The election-year politics are
annoying for many people.
·
Almost every sentence contains at
least one noun phrase.
5. Using adverbial phrase
An adverbial
phrase is a linguistic term for a group of two or more words operating adverbially,
when viewed in terms of their syntactic function. Adverbial phrases
("AdvP" in syntactic trees) are phrases that do the work of an
adverb in a sentence.
Example :
· I will sit quietly. ( adverb of manner)
· I'll do it in a minute. ( adverb of time)
· I used to work in a factory.(adverb of place)
· I always wash my hand before eating (adverb of frequency)
6. Using technical terms
Here, the students
learnt and understood about
identification, description, simple present tense in active and passive voice.
In identification, the students will identify the character of the object,
after that the students will find out the describtion of the character of that object. And for simple
present tense in active and passive
voice, the student will find out the appropriate word for each sentence.
4. Teaching Reading Comprehension by using TWA
According to Jitendra.et.al
(2000) states that The TWA checklist helped students self-manage their
strategy use, a technique that has been effective in other studied Because TWA
relies on the use of a checklist during early lessons.
TWA (Think Before Reading, Think
While Reading, Think After Reading) reading comprehension strategy. TWA has
shown positive effect when taught to children with poor reading achievement
including those with disabilities (Mason.et.al : 2004).
To apply this strategy in the class for students, we must know how to use this strategy that is good procedure. This statement is supported by Rogevich and Perin (2008:246) consist of Think Before Reading lead student to think about the author purpose, including the type of text structure and the information discussed in the passage. Think while reading prompt student to think about the reading speed in order to be aware of how quickly they reading and to focus on increasing their speed. Think after reading have student think about what their are learning to what they already known.
To apply this strategy in the class for students, we must know how to use this strategy that is good procedure. This statement is supported by Rogevich and Perin (2008:246) consist of Think Before Reading lead student to think about the author purpose, including the type of text structure and the information discussed in the passage. Think while reading prompt student to think about the reading speed in order to be aware of how quickly they reading and to focus on increasing their speed. Think after reading have student think about what their are learning to what they already known.
According to Haris.et.al(2008) that step of TWA strategy as follow :
1. Think before reading
T = Think about the author purpose,
what you know, what you want to learn.
2. While
reading
W = Think about reading speed,
linking knowledge, re – reading parts. also, student learn to link knowledge or
make connection between the text and their knowledge. Last ,student adjust
reading speed (Graves and Levin, 1989)
3. After
reading
A = Think of main idea, summarizing
information, what you learned). In the final step TWA, student learn to
identify main idea in each paragraph.
Process ends with students orally retelling or summarizing the whole passage. In this way, teachers must demonstrate and collaborative practice to guide small group or partner practice.
Process ends with students orally retelling or summarizing the whole passage. In this way, teachers must demonstrate and collaborative practice to guide small group or partner practice.
B.
Review
of related findings
There were some researchers that had
been done the research related to TWA strategy;
The first, Linda H. Mason (2013)
reading comprehension Think before reading, Think while reading, think after
reading (TWA) strategy, have found positive performance effect from this.
The second, Mason.et.al(2006:35)
define TWA strategy is think before reading, think while reading, think after
reading was design to help reading comprehension through students engagement
with the text before, during and after their reading. In the TWA strategy, the
students are led to think before reading with their prior knowledge, attention
to the text during reading and be able to make comprehension and conclusion by
own words.
The third, (Montague and Warger,1997) state that when using TWA the reading task is modified by chunking long passages into smaller pieces .Specifically, pauses at the end of paragraph allowed readers to think about and identify main ideas, delete unimportant information and summarize as well as rehearse passage information. Furthermore, because the passages were chunked into paragraphs.
C.
Conceptual Framework
Figure 2.1
Conceptual
Framework
|
Treatments
|
|
Pre-test
|
|
Observation
|
|
Post-test
|
|
Result
|
D. Hypotheses
1. Alternative
Hypotheses (Ha)
Ha : there
is significance different between students’ reading comprehension of descriptive text by
using TWA Strategy than
the students who do not receive the instruction of the method.
2.
Null Hypotheses
(H0)
Ho : there
is no significance
different between students’ reading
comprehension of descriptive text by using TWA Strategy than the students who
do not receive the instruction of the method.
CHAPTER
III
RESEARCH METHODOLOGY
A.
Kinds
of the Research
The researcher used quantitative
measurement in analyzing data. This study used Quasi Experimental research
because this method established cause and effect relationship. Researcher chose
Quasi Experimental (pre and post-test, post-test only) in Between-Group Research.
Between-Group Research was the most frequently used designs in education were
those where the researcher compares two or more groups Creswell (2005:295). The
Quasi experimental research included assignment, but no random assignment of
participants to groups. The researcher assigned intact groups of the
experimental and control treatments, research
a pre-test to both groups, conduct experimental treatment activities
with the experimental group only, and then research a post-test to assess the
different between the two groups.
Table
3.1
The Table of Quasi Experimental Research
Pre
and Posttest Research
Time
|
Select
Control Group
|
Pretest
|
No
Treatment
|
Posttest
|
|
Select Experimental
Group
|
Pretest
|
Experimental
Treatment
|
Posttest
|
(Creswell
2005:297)
B.
Population and
Sample of the Research
The population of this research was the second grade students
of Education 21 Pekanbaru. They consisted of 4 classes and the total number of the
students were
116.
Table 3.2
The Population of Research
|
Classes
|
Total students
|
|
VIII.1
|
27
|
|
VIII.2
|
27
|
|
VIII.3
|
29
|
|
VIII.4
|
30
|
|
Total
|
113
|
A
sample was part of the population being examined at the time of research. Thus,
the sample of research should be less than the population. The sample had to
have the characteristics, which represented all the population being observed
in the research. It enabled the researcher to collect and organize the data
more effectively and practically. In this research, researcher determined the
classes based on students based score to see students had equal ability. After
calculating the score, researcher got the result that students’ average score of classes. Researcher
determined two classes as the sample of this research by using lottery, before
doing that, researcher committed the first taken out was experimental class and
the second was control class. Those were class VIII 1 became experimental class
and class VIII 2 became the control class.
Then, the researcher used random sampling. It was done by selecting group (not individual)
because all members of selected group had similar characteristics. After doing random
sampling, the researcher took VIII.1 as the experimental
class and VIII.2
as the control class. The specification of the sample could be seen on the table below:
Table 3.3
Sample of the Research
|
No
|
Class
|
Participants
|
Class Method
|
|
|
II.1
|
II.2
|
|||
|
1
|
VIII.1
|
27 Students
|
As Experimental Class
|
As Control Class
|
|
2
|
VIII.2
|
27 Students
|
||
|
3
|
Total
|
54 Students
|
||
C.
Setting of the
Research
The research was conducted at the eighth grade students of SMP Education 21 Pekanbaru. This research was conducted in February 2015.
Table 3.4
The Schedules of Research
|
No
|
Meeting
|
Activity
|
Class
|
|
1
|
Meeting 1
4 February
2015
|
Pre-test
|
Control and
Treatment class
|
|
2
|
Meeting 2
6 February
2015
|
Instruction of reading using TWA
(Myself)
|
Treatment class
|
|
3
|
Meeting 3
11February 2015
|
Instruction of reading using TWA
(My
Home)
|
Treatment class
|
|
4
|
Meeting 4
13 February 2015
|
Instruction of reading using TWA
(My
Family)
|
Treatment class
|
|
5
|
Meeting 5
18 February 2015
|
Instruction of reading using TWA
(My
Pet)
|
Treatment class
|
|
6
|
Meeting 6
21 February 2015
|
Post-test
|
Control and
Treatment class
|
D. Instruments of the Research
To collect the data researcher used the test as the instrument of this research. The test was multiple choices test. Multiple
choice test was the instrument in quantitative research to answer the research
question in this research that related topics on syllabus.
Table 3.5:
Blue Print Item Test
|
No
|
Reading
descriptive indicators
|
Number
of Items
|
Items
Number
|
|
1.
2.
|
Generic Structures
-
Finding the
identification
-
Finding
description
Language features
-
Simple present
tense (active)
-
Simple present
tense (passive)
|
5
5
5
5
|
1,5,9,13,17
2,6,10,14,18
3,7,11,15,19
4,8,12,16,20
|
(Harmer, 2003: 237)
E.
The
Technique of Collecting Data
In this research, the researcher
collected the data needed to support this research by doing some steps. The
first, the researcher gave pre-test to find out homogeneity between control
group and experimental class. The second, the researcher gave some treatments only
to the experimental class in a particular time. The third was post-test given
to both of the classes.
F.
Techniques
of Analyzing the Data
To
analyze the implementation of TWA Strategy, the researcher used some formulas in this experimental
research. Technique of analyzing data was used in this research can be a T-test
when the data was normal and homogenous and used U Mann-Whitney if data were
not normal or not homogenous. The result data was calculated by using N-Gain
between pretest and posttest. The formula as follow:
N-Gain :
Note
:
Spost : Posttest Score
Spre : Pretest Score
Smaks
: Maximum Ideal Score
Table 3.6
The criteria of
achievement N-Gain score
|
Limitation
|
Category
|
|
G > 0.7
|
High
|
|
0.3 < g < 0.7
|
Middle
|
|
g ≤ 0.3
|
Low
|
|
Meltzer
2002
|
|
To
analyze the data, the researcher compared mean score by using t-test
calculation with the requirement that t-test used if the data was normal and homogeneous,
and the formula could be seen as mentioned below:
1. T-test
Note:
t = t-test
x1 = mean score of treatment class
x2 = mean score of control class
S12
= Standard Deviation of Treatment
class
S22 = standard deviation of control class
n1 = number of the students of the treatment
class
n2 = number of the students of control
class
(
Zulkarnaen, 2010: 187)
a. Normality
Test
Normality test was used to know the
distribution data normal or not. To find out the distribution data was used
normality test with chi-square. The researcher used Chi-square formula, as
follows:
X2 =
Where:
X2 = chi-
kuadrat
0i =
frequency that was obtained from data
Ei =
frequency that was hoped
K = the
sum of interval class
b.
Homogeneity Test
Homogeneity test was used to compare
variance in a group of three categories data or more and its categories were
compared fairly if the categories were homogeneity.
1.
Calculate Mean
N
2.
Calculate the Variance
S2 =
)2
n-1
2. U man Whitney
If
the data is not normal and homogenous, the researcher will use U man Whitney as the form to calculate the
data:
U1 = n 1 .n 2 + n1 (n1+1)
- R1
2
U2 = n1.n2 + n2
(n2+1) - R2
2
Noted:
n1 :
amount of sample 1
n2: amount
of sample 2
U1: amount
of level 1
U2: amount
of level 2
R1: amount
of rank sample 1
R2: amount
of rank sample 2 (Sugiono
2011:153)
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