RABIATUL ADAWIYAH SIN

Transcription

1 THE EFFECT OF USING DRAWING TO REMEMBER STRATEGY ON STUDENTS READING COMPREHENSION ON NARRATIVE TEXT AT STATE JUNIOR HIGH SCHOOL 1 KUNTO DARUSSALAM ROHUL REGENCY By RABIATUL ADAWIYAH SIN FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU 1435 H/2014 M

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3 ABSTRACT Rabiatul Adawiyah,(2014):The Effect of Using Drawing to Remember Strategy on Students Reading Comprehension on Narrative Text at State Junior High School 1 Kunto Darussalam Rohul Regency Based on the writer s preliminary study, it was found that the students were not able to gain the information of the text book. This problem was caused by some factors. For example, some of the students had difficulties in getting idea from the reading text and had difficulties analyzing the reading text because of lack of vocabulary. So, the writer was interested in carrying out the research about this problem. The research was administered at State Junior High School 1 Kunto Darussalam Rohul Regency. The subject of the research was the eighth grade students of State Junior High School 1Kunto Darussalam Rohul Regency and the object of the research was the effect of using Drawing to Remember Strategy on reading comprehension on narrative text. Meanwhile, the design of the research was a Quasi-Experimental research. The population of this research was all of the eighth grade students. The total number of population was 154 students. Because the number of population was big, the writer used clustering random sampling by taking two classes for sample; VIII.1 consisted of 30 students as an experimental class and VIII.2 consisted of 30 students as a control class.so, the total number of the sample was 60 students. To analyze the data, the writer adopted independent sample t-testby using SPSS 16 Software. After analyzing the data, the writer found that the category of students reading comprehension taught by using Drawing to Remember Strategy was categorized into Good level (74.33), and the category of students reading comprehensiontaught without using Drawing to Remember Strategy was categorized into Enoughlevel (64.50). The writer also found that there was a significant difference between the students reading comprehension on narrative text taught by using Drawing to Remember Strategy and taught without using Drawing to Remember strategy of the eighth grade students atstate Junior High School 1 Kunto Darussalam Rohul Regency, where t obtained was Thet obtained was higher than t table ; If: t obtained t table, the null hypothesis (H 0 ) was rejected and (H a ) was accepted. vi

4 ABSTRAK Rabiatul Adawiyah, (2014):Pengaruh dari Penggunaan Strategi Drawing to Remember terhadap Pemahamaan Membaca Siswa pada Teks Narrative di Sekolah Menengah Pertama Negeri1 Kunto Darussalam Kabupaten Rohul Berdasarkan studi pendahuluan penulis, ditemukan bahwa siswa belum mampu mendapatkan informasi dari bacaan dalam buku teks pelajaran. Masalah ini disebabkan oleh beberapa faktor. Misalnya sebagian siswa memiliki kesulitan dalam menemukan ide dari teks bacaan dan memiliki kesulitan dalam menganalisis teks bacaan dikarenakan kekurangan kosakata. Jadi, penulis tertarik untuk melakukan penelitian tentang masalah tersebut. Penelitian ini dilakukan di Sekolah Menengah Pertama Negeri 1 Kunto Darussalam Kabupaten Rohul. Subjek dari penelitian ini adalah siswa kelas delapan Sekolah Menengah Pertama Negeri 1 Kunto Darussalam Kabupaten Rohul dan objek dari penelitian ini adalah pengaruh strategi Drawing to Remember terhadap pemahaman membaca siswa pada teks narrative. Ada pun jenis penelitiannya adalah Quasi-Experiment. Populasi dari penelitian ini adalah seluruh siswa kelas delapan. Keseluruhan jumlah dari populasi adalah 154 siswa. Dikarenakan jumlah populasinya sangat besar, penulis menggunakan teknik Clustering Random Sampling dengan mengambil 2 kelas sebagai sampel; VIII.1 yang terdiri dari 30 orang siswa sebagai kelas eksperimen dan VIII.2 yang terdiri dari 30 orang siswa sebagai kelas kontrol. Jadi, jumlah sampel dari kedua kelas adalah 60 orang siswa. Untuk menganalisisnya, penulis menggunakan independent sample t-test dengan menggunakan software SPSS 16. Setelah menganalisa data, penulis menemukan bahwa tingkat pemahaman membaca siswa yang diajar dengan menggunakan stretegi Drawing to Remember adalah Baik(74.33) dan tingkat pemahaman membaca siswa yang tidak diajarkan dengan menggunakan strategi Drawing to Remember adalah cukup (64.50). Penulis juga menemukan ada perbedaan yang signifikan antara pemahaman membaca siswa pada teks narrative yang diajarkan dengan menggunakan strategi Drawing to Remember dan yang diajarkan tanpa menggunakan strategi Drawing to Remember pada siswa kelas delapan di Sekolah Menengah Pertama Negeri 1 Kunto DarussalamKabupatenRohul, di mana t hitung menunjukkan nilai T hitung lebih tinggi dari t table ; Jika t 0 t table, maka nul hipotesis d tolak (H 0 ) dan alternatif hipotesis diterima (H a ). vii

5 ملخص تا ثیر استخدام أستراتیجیة الرسم للذكرة إلى فھم قراءة الطلاب ربیعة الا دویة (2014 ): في النصوص القصیة بالمدرسة المتوسطة الحكومیة 1 كونتو دار السلام منطقة راكان ھولو. بناء على الدراسة الا ولیة رأت الباحثة أن الطلاب لم یقدروا على نیل المعلومات من القراءة في النصوص. وذلك على عدة العوامل منھا أن بعض الطلاب یصعبون في البحث عن الفكرة الا ساسیة من النصوص و لھم صعوبة في تحلیل النصوص من القراءة و قلة الا فراد لذلك تشوقت الباحثة في أداء ھذه الدراسة. عقدت الدراسة بالمدرسة المتوسطة الحكومیة 1 كونتو دار السلام منطقة راكان ھولو. المواضیع في ھذه الدراسة طلاب الصف الثامن بالمدرسة المتوسطة الحكومیة 1 كونتو دار السلام منطقة راكان ھولو و الھدف في ھذه الدراسة تا ثیر استخدام أستراتیجیة الرسم للذكرة إلى فھم قراءة الطلاب في النصوص القصیة. ھذه الدراسة ھي دراسة شبھ التجربة. الا فراد في ھذه الدراسة جمیع طلاب الصف الثامن نحو 154 طالب ثم أخذت الباحثة العینات نحو الفصلین باستخدام طریقة عشواي یة عنقودیة و ھما الفصل الثامن الواحد فیھ 30 طالبا للفصل التجربة و الفصل الثامن الثاني فیھ 30 طالبا للفصل الضبط لذلك مجموع العینات نحو 60 طالبا. في تحلیل البیانات استخدمت الباحثة عیمة مستقلة ت-الاختبار. بعد تمام تحلیل البیانات كشفت الباحثة أن فھم قراءة الطلاب باستخدام أستراتیجیة الرسم للذكرة ھي جید (33 74 ( و مستوى فھم قراءة الطلاب بدون استخدام أستراتیجیة الرسم للذكرة على المستوى مقبول (50 64 في الماي ة). كشفت الباحثة أیضا أن ھناك الفرق بین فھم الطلاب في القراءة باستخدام أستراتیجیة الرسم للذكرة و بدونھا بالمدرسة المتوسطة الحكومیة 1 كونتو دار السلام منطقة راكان ھولو مع أن ت الحساب تدل على النتیجة ف الحساب أكبر من ت الجدول 00 2<542 3>67 2 متى كانت ت المكتسة أكبر من ت الجدول لذلك كانت الفرضیة الصفریة مرفوضة و الفرضیة البدیلة مقبولة. viii

6 ACKNOWLEDGEMENT ہسم الله الر حمن الرحیم Praise belongs to Allah the almighty, the Lord of universe, by His guidance and blessing, the writer can finish and complete this academic requirement. Then, the writer says peace be upon Prophet Muhammad S.A.W. In completing this paper, the writer got a lot of valuable helps and advice from many people. Therefore, in this occasion, the writer would like to express her deepest and sincere gratitudes to: 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 and all staffs of State Islamic University of Sultan Syarif Kasim Riau. 3. Drs. M. Syafii S, M.Pd., the Head of English Education Department for his guidance and help given to the writer to complete this thesis. 4. Muhammad Fauzan Ansyari, M. Sc., the Secretary of English Education Department. 5. Harum Natasha, M.Pd., the writer s supervisor. Gratefully thank you for her correction, suggestion, support, advice, guidance and kindness in completing this thesis. 6. Riri Fauzana, M.Sc,. the writer s academic advisor who has given suggestion and guidance. iii

7 7. All lecturers who have given their knowledge and information through learning process in the class or personally. 8. Almusri, MM. Pd.,the Headmaster of State Junior High School 1 Kunto Darussalam Rohul Regency, Ruslim, S.Pd.I.,the teacher of English who has given time and place to the writer in conducting the research, and all of the teachers and staffs. Thank you very much for your kindness, attention, cooperation and time instilling the data of the research. 9. Her beloved parents, Papa and Mama; H. Joneidi, S.Pd.I. and Hj. Elwis Asmel, S.Pd.,who have never given up prayer for their daughter in their life and given her meaningful and useful support to get this stage.the writer cannot arrive at this stage, see and stand up to face everything in this world without the hard effort and love of theirs. They give her more than they have. Your happines is the aim of her life. 10. Her beloved brother and sisters; Sa adah Ramadhiyah, Riayadus Sa adah, Mujibur Rahman, and Afifah Asriati who always pray, support, motivate, and help her with many things during her study and life. She loves you so much. 11. Her beloved maktuo and paktuo; her beloved sisters and brother; Uni Diah, Mas Iqbal and Amoy, and also all her relatives that she cannot mention the name one by one. Thank you so much for your kindness and support. 12. Her beloved bestfriends, Romi Khusnita, who has given support, and cooperation, shared her knowledge, joy, pain, and many things with her in iv

8 finishing this thesis and facing this life. she will never forget you. Her roommates, Dibah, Fina, Rulin, and Sitong, who have given support, and motivation. 13. Her close friends, Rahma Sri Dwi Bani, S.Pd., Erlina Yosefa, SE,Sy., Ainun Nishana, Ummil Humairo, Ela Susanti, Teteh Evi, Etek Vika, Rani, Ramayana, Danis and Yona Aulia thanks for your support, togetherness, motivation, and suggestion. The one who always prays and motivates her in finishing this thesis. She loves you all. 14. Her beloved classmates in English Education Department, especially the member of F class 2010; Ade, Aswen, Dila, Abay, Rio, Ridwan, Nopri, Farid, Anna Kh, Rara, Hafitri, Ines, Ita, Sainah, Suhaila, Deden, Tasya, Iyin, Alfy, Devi, Asnidar Neli, and Nurhasna. Thanks for your supports and motivation. We will always be a big family and friends forever, and other friends that the writer cannot mention one by one. She will remember you all, you are the best friends ever guys! Finally the writer really realizes that there are many weaknesess on this paper. Therefore, constructive critiques and suggestion are needed in order to improve this thesis. May Allah Almighty, the lord of universe bless you all. Aamiin. Pekanbaru, June 02, 2014 The Writer Rabiatul Adawiyah SIN: v

9 LIST OF CONTENTS SUPERVISOR APPROVAL... i EXAMINEER APPROVAL... ii ACKNOWLEDGEMENT... iii ABSTRACT...vi LIST OF CONTENT... ix LIST OF TABLES... x LIST OF HISTOGRAM... xi LIST OF APPENDICES...xii CHAPTER I INTRODUCTION... 1 A. Background... 1 B. The Problem... 6 C. The Objective and Significance of the Research... 7 D. The Definition of the Term... 8 CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Framework B. Relevant Research C. Operational Concept D. Assumption and Hypothesis CHAPTER III METHOD OF THE RESEARCH A. Research Design B. Time and Location of the Research C. The Subject and Object of the Research D. The Population and Sample of the Research E. The Technique of Data Collection F. The Validity and Reliability of the Test G. The Technique of Data Analysis CHAPTER IV THE DATA PRESENTATION AND DATA ANALYSIS A. Description of Research Procedure B. The Data Presentation C. The Homogeneity of the Test D. Data Analysis CHAPTER V CONCLUSION AND SUGGESTION A. Research Conclusion B. Suggestion BIBLIOGRAPHY APPENDICES ix