CHAPTER
I
INTRODUCTION
A.
Background
of the Research
Reading is one of the four language skills that needs to be developed in teaching English.
It is because reading has significant contribution to the development of
students’ knowledge. By reading, it is possible for them to get information,
entertainment, and for their career and their study as well. Reading is the process of looking
at series of written symbols and getting meaning from them. When reading text
the students use their eyes to receive the written symbol (letters, punctuation
marks and spaces) and the students use their brain to convert them into words,
sentences, and paragraphs that communicate something for them. Particularly in
cases when students have to read English materials for their own special
subject.
For the English Foreign language students, reading
skill is important because by comprehending a reading material, the
students can 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 are finding information,
main idea, reference, and inference.
Furthermore, in 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 students should be able
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. However, based on
the interview with the english teacher
of SMP N
36
Pekanbaru, it found that the students had some problems in reading descriptive text. First, the students got
problem in identifying the indicator of generic structures in descriptive text, such as the student got problem in finding identification and description. The students were confused in
understanding what the purpose of descriptive text is. And the
last, the students got difficulty in getting the essential information of
reading comprehension in the descriptive text.
In this gap of information, The researcher observed that the
teacher used the old strategy to teach the students toward reading descriptive
text. When she taught descriptive text, the teacher just give the explanation
to the students by lecturing and there was no modified strategy toward reading
the text. Therefore, there were only some students understood with the text.
With regarded to the explanation above, it could be
concluded that there were some problems in teaching reading at second grade of
SMPN
36
Pekanbaru. Therefore, the teacher should have the appropriate strategies in
teaching reading, because a good reading strategy helped students to catch the
meaning, the specific information and also the researcher intention easier. In
order to make teaching learning process in reading activities run well, more
effective and efficiently to the students, the one of many ways to get the goal
of teaching and learning process could be done for making combining some
strategy 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 Vocabulary
Self-collection Strategy (VSS).
According
to Martin (2002:88) Vocabulary
Self-collection Strategy (VSS)
was an interactive-learning instructional
strategy that promotes word consciousness,
as students were actively engaged
in identifying important words from
their reading to share with members
of their class. This strategy made
the students active in teaching and
learning process. They could find the
important
word through teacher’s instructions.
Then, they could interact each other
to share the words with their classmates.
It supported by previous researcher namely Windy (2012) the students who had taught
by using Vocabulary Self-Selection Strategy (VSS) had higher
score in reading comprehension than the students who
have no taught by using Vocabulary
Self-collection Strategy (VSS) and the Vocabulary Self-collection Strategy (VSS) gave
significant effect toward
students reading comprehension.
Based on explanation
above, the researcher was interested in conducting an experiment research by
using Vocabulary Self-collection Strategy (VSS). Therefore, the
researcher will conduct the research entitled: “The Effect of Vocabulary Self-collection Strategy (VSS) toward Reading Descriptive Text at the Second Grade of SMPN 36 Pekanbaru”.
B. The
Identification of the Problem
Based on explanation
above, researcher identifies the problem as follows:
1. The students got
problem in identifying the generic structure of descriptive text
2. The students were
confused in understanding what the purpose of descriptive text is.
3. The students did not
comprehend the factual information of descrptive text.
4. The students did not
know the meaning of some vocabularies and the reference of the word.
C. Limitation of
the Research
Based
on the problem state above, the
researcher limited the study on the effect of Vocabulary Self-collection strategy (VSS) toward reading descriptive text at the second grade
of SMPN 36
Pekanbaru.
D.
Formulation
of the Problem
The
problems of this research was formulated in the following question: “Do the students who are taught by
using Vocabulary Self-collection strategy (VSS) have an effect
than the students who are not taught by using Vocabulary Self-collection Strategy (VSS) on reading comprehension of descriptive
text at
the second grade
of SMPN 36
Pekanbaru?”.
E.
Purpose
of the research
The
purpose of the research was to find out the effect of the students who are
taught by using Vocabulary Self-collection Strategy (VSS) than the students who
are not taught by using Vocabulary
Self-collection Strategy (VSS) on reading
comprehension of descriptive
text at the second grade of SMPN 36
Pekanbaru.
F. Significance of
the research
The finding of this research wasexpected
to give valuable contribution as follows:
1.
For students
It is expected to give the positive
contribution, especially in term of students’ reading comprehension by using vocabulary self-collection strategy (VSS).
2.
For teachers
Teacher can use the result of this research as
reference when they want to improve their ability and get more variation
strategies in teaching reading. This research can be an evaluation for the
teacher who frequently used monotonous strategy in teaching reading in the classrooms.
3.
For researcher
The researcher can use this strategy to
improve her skill in comprehending the text and also to academic requirement to
get under graduated degree.
G.
Definition
of the Key Terms
To
avoid misunderstanding of the concept used in this study, some definitions are
provided as the following:
a. Reading
comprehension is 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. Vocabulary
Self-collection Strategy (VSS)
is an interactive-learning instructional
strategy that promotes word consciousness,
as students are actively engaged
in identifying important words from
their reading to share with members
of their class (Martin, 2002:88)
c. Descriptive
text is a text that giving a statement of what somebody or something is 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 will elaborate some
related theories dealing with using Vocabulary Self-collection Strategy (VSS) teaching in improving
students reading comprehension. Those will be described as follows:
1.
The
Nature of Reading
Reading is 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 is a set of skills that involves making sense and deriving meaning from
the printed form. It means 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) reading is
usually conceived of as solitary activity in which the reader interacts with
the text in isolation. It means 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
According to Philips in muliati
(2012), there are 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 (2004: 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.
According
to Healy (1999) 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 means 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 requires 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 is
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 is only show 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 is described an object, person, or scene. The
description can 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 (2000) 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
2. Using action verbs
3. Using passive voice
4. Using noun phrase
5. Using adverbial phrase
6. Using technical terms
4. Teaching
Reading Comprehension by using Vocabulary Self–collection (VSS) Strategy
Vocabulary
Self-collection Strategy
is a reading strategy that can be
used
in teaching reading for elementary
school. According to Martin (2002:88) Vocabulary Self-collection Strategy (VSS) is an interactive-learning instructional strategy that
promotes word consciousness,
as students are actively engaged
in identifying important words from
their reading to share with members
of their class. This strategy makes
the students active in teaching and
learning process. They can find the
important
word through teacher’s instructions.
Then, they can interact each other
to share the words with their classmates.
There are many
advantages of Vocabulary Self-collection Strategy which are believed by some
experts. According to Haggard (1998:16) there are three advantages of
Vocabulary Self collection Strategy.
1.
First, Vocabulary Self-collection Strategy (VSS) helps
students develop important connection between new words and their meaning so
that it more completely understood and remembered.
2.
Second, Vocabulary Self-collection Strategy (VSS)
stimulates students interest related to the new term, which is a motivating
factor for learning new vocabulary.
3.
Finally, Vocabulary Self-collection Strategy (VSS)
increases students’ enthusiasm for learning and collecting words.
In order to
apply Vocabulary Self collection Strategy in teaching reading for Junior school
students, teachers should know the steps of using this strategy. There are some
steps that proposed by Gibbons G. (2009) classifies Vocabulary Self-collection
Strategy into eight steps. Those are:
1.
Teacher introduces the purpose of Vocabulary Self
collection Strategy to students.
2.
Teacher model how to select and nominate important
words from the readings.
3.
Teacher demonstrates how to use context and other
resources to learn the meaning of the word.
4.
Teachers write the word, the context in which it was
used, its meaning, and the reason for selecting the word on chart paper.
5.
Teachers engage students in the process of vocabulary
self-selection.
6.
Students are familiar with the strategy, teachers
provide guided practice to support the use of Vocabulary Self-collection
Strategy (VSS) during reading.
7.
Students in small groups discuss the words they wish
to nominate.
8.
Students write
the two words on a chart. In using these steps, teachers should active to help
students using this strategy. Teachers help students for choosing difficult
word, then ask students to discuss the word in small group discussion.
B. Review of
related findings
There are some previous researches that have done by
some researcher related to Vocabulary
Self-collection Strategy (VSS):
The First, Windy (2012) conducted the research entitled
“The Effect of Using Vocabulary Self-Collection Strategy (VSS) To Reading Achievement of Elementary School
Students, (A Study at Sixth Grade Students of SDN 05 Jaruai, Bungus Tl.
Kabung,Padang). She found that the
students who had taught by using Vocabulary Self-collection Strategy (VSS) have higher
score in reading comprehension than the students who
have no taught by using Vocabulary
Self-collection Strategy (VSS) and the Vocabulary Self-collection Strategy (VSS) gave
significant effect toward
students reading comprehension.
The Second, Yulia (2011) conducted the
research entitled “Teaching Reading by Using Vocabulary Self-Collection Strategy (VSS) at
Senior High School”. She found that
Vocabulary Self-Collection
Strategy (VSS) can make students interest in teaching
reading. Then students can be easy to make summary by using own word. Also this
strategy can be implemented in writing and speaking skill. Beside that, the
teacher can measure the students understanding about text by vocabulary. This strategy uses
key word as collection
to make a good vocabulary.
so teacher ask the students to find the key word of the text.
The Third, Putra (2013) conducted the research entitled “The Effect
of Using Vocabulary
Self-Collection Strategy (VSS) toward Student’s Reading
Comprehension (At stated of Eighth Grade Junior High School 09 Aur Duri
Padang). She found that the mean score for pretest and post test of the
experimental class was (59.66
and 78)
with standard deviation (11.11
and 14,45).
The mean score for pre test and post test of control class is (51,60 and 63,6) with standard deviation (13.60 and 14,72). It means that the mean score
and standard deviation of the experimental class was higher than control class.
The Fourth, Hartati (2011) conducted the
research entitled “Teaching Reading Comprehension by Combining Think Aloud and Vocabulary Self-Collection Strategy (VSS) Strategy
in Junior High School”. She found that Vocabulary Self-Collection Strategy (VSS)
is a good strategy that should be applied in Junior High School. The students
can recognize the information they do not understand, share their ideas into a
summary, so it can assist them in getting the information they need. For the teacher,
it makes the teacher more skilled in selection which strategy can be used to
apply.
C.
Conceptual Framework
Dealing with this
research, the researcher tries to conceptualize
the research to be easy handling of this
research. The directions began from observation,
pre-test, treatments, and post-test. The preliminary research is observation before
giving pre- test to the students. Then, giving pre-test to the students to see the average score of them. Next, giving treatment of Vocabulary Self-collection Strategy to experimental
class. It meant the control class does not get
treatment. And the last, giving post test to both experimental and control
class. By post-test, the researcher tries to
analyze the data in score number form.
Figure 2.1
Conceptual
Framework
Treatments
|
Pre-test
|
Observation
|
Post-test
|
Result
|
D. Hypotheses
1. Alternative
Hypotheses (Ha)
Ha : there
is a significance different between students’ reading comprehension of descriptive text by
using Vocabulary Self-collection
Strategy than the students who do not receive the instruction
of the method
2.
Null Hypotheses
(H0)
H0 : there
is no significance
different between students’ reading
comprehension of descriptive text by using Vocabulary Self-collection Strategy than
the students who do not receive the instruction of the method
CHAPTER III
RESEARCH
METHODOLOGY
A.
Kinds
of the Research
The design of this research was a
quasi-experimental research type pre-test and post-test control group design. The
most commonly used of quasi experimental designs in educational research could
be represented as:
Experimental O1 X O2
-------------------
Control
O3 O4
Cohen (2007: 283)
This design required at least two groups, each of which was formed by
assignment but not random assignment. Both groups was administrated a pre-test
and each group receives different treatment. Both groups were tested at the end
of the study. Post-test score was compared to determine the effectiveness of
the treatment. This research consisted of two variables; the independent
variable symbolized by “X” that is the use of Vocabulary Self-collection Strategy and the dependent one as “Y” which referred to
students’ reading comprehension. In
brief, the research designed by
following table.
Table 3.1
The Table Quasi Experimental Research
Class
|
Pre-test
|
Treatment
|
Post-test
|
Control
|
-
|
||
Experiment
|
T
|
Where:
E : Experimental Group
C : Control Group
T : Treatment Experimental Group
X1
and Y1 : The Pre Test for Both
two Groups
X2
and Y2 : The Post Test for Both
Two Group
B.
Population and
Sample of the Research
The population of this research was the second grade students
of SMPN 36 Pekanbaru. They consisted of 4 classes and the total number of the
students were116.
Table 3.2
The Population of Research
Classes
|
Total students
|
II.1
|
28
|
II.2
|
29
|
II.3
|
29
|
II.4
|
30
|
Total
|
116
|
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 the
class II.1 as the experimental class and II.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
|
II.1
|
28 Students
|
As Experimental Class
|
As Control Class
|
2
|
II.2
|
29 Students
|
||
3
|
Total
|
57
|
||
C.
Setting of the
Research
The research was conducted the research at the Second
grade students of SMPN 36 Pekanbaru. This
research was conducted
in January to
February 2015.
Table 3.4
The Schedules of Research
No
|
Meeting
|
Activity
|
Class
|
1
|
Meeting 1
7
Janurary 2015
|
Pre-test
|
Control and Treatment class
|
2
|
Meeting 2
9 January
2015
|
Instruction of Reading using Vocabulary Self-collection
Strategy
(Beautiful
Bag)
|
Treatment class
|
3
|
Meeting 3
14 January
2015
|
Instruction of Reading using Vocabulary Self-collection
Strategy
(Best
Shoes)
|
Treatment class
|
4
|
Meeting 4
16
january 2015
|
Instruction of Reading using Vocabulary Self-collection
Strategy
(My
Best Friend)
|
Treatment class
|
5
|
Meeting 5
21
January 2015
|
Instruction of reading using Vocabulary
Self-collection Strategy
(Kediri)
|
Treatment class
|
6
|
Meeting 6
23
January 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
indicators
|
Number
of Items
|
Items
Number
|
1.
2.
3.
4.
5.
|
Finding the factual
information
Finding main ideas
Finding the meaning
of vocabulary in context
Identifying reference
Making
inference
|
5
5
5
5
5
|
1,6,11,16,21
2,7,12,17,22
2,8,13,18,23
3,9,14,19,24
5,10,15,20,25
|
(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 gives
pre-test to find out homogeneity between control group and experimental class.
The second, the researcher gave some treatments 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 Vocabulary Self-Selection Strategy, the researcher used some formulas in this experimental
research. Technique of analyzing data used in this research was a T-test when the
data was normal and homogenous and used U Mann-Whitney if data was 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 was 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 is used to compare
variance in a group of three categories data or more and its categories can be
compared fairly if the categories are 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 used 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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