CHAPTER I
INTRODUCTION
1.1 Research Background
Language is a tool of communication used
by people to relate one another. By language they will be easy to express their
ideas, opinions, feelings, etc. There are many languages in the world. English is
one of the languages used as international language. As an international
language, English is very important and has many interrelationships with
various aspects of life owned by human being. Many people want to learn English
in order to be able to communicate well and to be able to go abroad when they
have mastered English. In Indonesia, English is considered as the foreign
language and is taught formally from elementary school up to university level.
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 skill is also included in National
Examination. It means that the students need to comprehend the text given when
they answer the questions.
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.
According to Burhan (2012: 9), reading is
a physic and mental activity to reveal the meaning of the written texts, while
in that activity there is a process of knowing letters. It says a physic
activity because the parts of the body, our eyes particularly, do it. And it
says mental activity because perception and memory as parts of mind are
involved in it. He then concludes that the main goal of reading is a process of
comprehending written texts.
Grabe and Stoller (2011:3) state that reading is the ability to draw meaning from
printed page and interpret this information appropriately. It is also an interactive
in that sense of linguistic from the text interacts with information activated
by the reader from long-term memory, as background knowledge (Grabe and Stoller 2011:12). We can conclude that reading as
a way to draw information from a text and to form an interpretation of that
information.
Over the past decade, students had become
responsible for learning more complex content at the rapid pace to cover the
material assessed on state wide outcome assessment. Despite any reading
difficulties a secondary student might have our educational system had expectations
that these students would be able to decode fluently and comprehend material
with challengging content.
In Indonesia English as foreign language
is studied in order to master and develop the knowledge, technology, arts and
create a good relation with other countries.
Most struggling
middle school readers have deficits in reading comprehension. Comprehension,
the ability to gain meaning from the text, is essentially the ultimate goal of
reading.
Comprehension is something that occurs
inside the reader. Teachers cannot actually observe comprehension happening
inside a student. They cannot view
the student’s brain when the student read. Even they cannot view how readers’ brains act
while reading gives only every limited information about the areas of the brain that are more
or less active while reading text.
Snow (2002:11) defines reading comprehensions as the
process of simultaneously extracting and constructing meaning through
interaction and involvement with written language. The emphasis is merely on
the words extracting and constructing. In line with some definitions above,
Aebersold and Field (1997, p.15) also argue that the
processes of comprehending then involves decoding the writer’s words and then
using background knowledge to construct an approximate understanding of the
writer’s message. Furthermore, they state that the process of comprehending of
the text is not exact since reading is a personal activity. It means that
reading comprehension differs from one reader to another reader.
Reading comprehension is a very complex
skill. It is thus much more than decoding. Its most essential elements involve:
skill in reading text accurately and fluently, sufficient background knowledge
and vocabulary to make sense of the content, skill in using reading strategies
that improve understanding or repair it when it breaks down, ability to think
and reason about the information and concept in the text, motivation to
understand and learn from the text.
According to Education Unit Level Curriculum (Kurikulum Tingkat Satuan
Pendidikan, KTSP 2006) teaching reading in senior high school aims to develop
the students’ ability to comprehend and create kinds of short functional text monologue
essay formed procedure, descriptive, recount, report, narrative, and other
genre that related to surrounding environment. It also hopes that the students
can read the texts which have meaning of words, phrases and sentences with the
utterance stress and motivation related with the near area. The target of
achievement in English competence is hoped more than 70.
Not only do proficient readers
demonstrate a willingness and ability to think about what they read and discuss
their thought with others, but they also enjoy asking lots of questions and
responding to what they have read. Davis observes (as quoted in Brassell &
Rasinski 2008: 27) “Students who are able to comprehend a
variety of text will be able to integrate comprehension strategies according to
the kind of text they are reading. The students will be able to explain what
they are doing when they comprehend and what they do when they realize that
they do not comprehend”.
Based on the writer’s experience in making research at Grade XI of SMA N 1
Silimakuta, the writer found that many students achieved average levels but they were
unable to understand and comprehend the complex text structures, especially in
the contents area. They had limited
ability to provide detailed information about the source or nature of reading
comprehension problem.
Other
students were disruptive or disrespectful when asked to complete reading
comprehension that was too difficult for them. That’s why their average score
in reading comprehension was still bad. The detail scoring of the eleventh
grade of SMA N 1 Silimakuta in comprehending descriptive text can be seen in
the following table :
No
|
Names
|
Scores
|
1
|
Agung Prawira Ginting
|
60
|
2
|
Berliana Alhasia Girsang
|
65
|
3
|
Bishop Tarigan
|
55
|
4
|
Dayfrina Angelia Sinaga
|
55
|
5
|
Desfrianty Saragih
|
40
|
6
|
Donna Chetryn Sipayung
|
45
|
7
|
Ely Sari Silalahi
|
65
|
8
|
Epi Lyna Jawak
|
35
|
9
|
Evri Pakpahan
|
70
|
10
|
Fatlia Purba
|
35
|
11
|
Grescia Suzettha
|
50
|
12
|
Hotlastri Telaumbenua
|
45
|
13
|
Indah Dewi Sartika Purba
|
60
|
14
|
Jurdamta Sipayung
|
45
|
15
|
Lestari Saragih
|
70
|
16
|
Linda WatiSipayung
|
40
|
17
|
Lita Juniarta Silitonga
|
45
|
18
|
Naomi Reuni Girsang
|
70
|
19
|
Novi Helen
|
60
|
20
|
Putra Dani Sianturi
|
55
|
21
|
Reinhard Oktaveri Gultom
|
65
|
22
|
Roselly Purba
|
45
|
23
|
Sapto Utomo
|
70
|
24
|
Sondang Purba
|
50
|
25
|
Sri Ulina Girsang
|
65
|
26
|
Sry Arista Manihuruk
|
70
|
27
|
Suryani Hasibuan
|
55
|
28
|
Susan Marbun
|
45
|
29
|
Sutari Tarigan
|
65
|
30
|
Tio Mahita Simarmata
|
65
|
31
|
Vivi Lastiar Sinurat
|
70
|
32
|
Yessi Sipayung
|
65
|
|
Total Score
|
1736
|
|
Mean
|
54,25
|
The data showed
that 𝝨=54,25. From 32
students, the writer found that the students who got mark
70 were 26 person, whereas students who got mark
70 were 6 person. Many students when they were answering
the test just predicted the aswers.
Therefore, English teacher has to be able
to organize teaching and learning activities; they have to give materials by
using a suitable method and master the lesson effectively.
The writer
uses the PQRST method as the
alternative to solve the
problem of the students
in reading comprehension. With this method the students will be focused on the text and read the text again.
According
to Staton (1982:15-27) PQRST method has shown the improvement of the readers’ understanding,
and their ability to recall information. In other words, the readers are more interested in learning the material they have read. This method prioritizes the
information in a way that relates directly to how they are asked to use that
information on the text.
There are
five steps in PQRST such as the following:
1) Preview: They only read in a few second
(skimming).
2) Question: The students will arrange the question in which they want to
know about the text.
3) Read: The students will read through all the
text that the writer has given.
4) Summary: In this step, students will make
summary.
5) Test: The students will answer the
question in which the teacher has made.
Using
PQRST (Preview, Question, Read, Summary, and Test) might be suitable on the
students’ ability
in comprehending descriptive text. Moreover, descriptive text should be read in
full of concentration. And it has been found that the method is appropriate for
the students, senior high school students, particularly.
Based on the above reasons, the writer is
interested in conducting a research entitle “The Effect of PQRST Method on
Students’ Ability in Comprehending Descriptive
Text at Grade XI of SMA N
1 Silimakuta”.
1.2 The Problem of the Study
Based
on the background of the study, the problem of the study can be formulated as
follows: “Does PQRST method significantly affect students’ ability in
comprehending descriptive text at grade XI of SMA N 1 Silimakuta?”
1.3
The Objective of the Study
The
objective of this study is to find out whether PQRST method significantly affects on the students’ ability
in comprehending descriptive text at grade XI of SMA N 1 Silimakuta.
1.4 The Scope of the Study
The scope of this study is to find out the
effect of PQRST method on the students’ ability in comprehending descriptive text.
1.5 Hypotesis of the Study
The
hypotesis of the study is as follows :
Ha: PQRST method significantly affects the
students’ ability in comprehending descriptive text at grade XI of SMA N 1
Silimakuta.
Ho: PQRST method
doesn’t significantly affect the students’ ability in comprehending descriptive
text at grade XI of SMA N 1 Silimakuta.
1.6 The Significance
of the Study
This study is
hoped to be useful to:
a. Encourage the
English teachers to use PQRST method in teaching
English reading.
b.
Help the young
learners to learn English reading easily through PQRST method.
c.
Give more experience or input for readers that PQRST method can be used as a method in teaching English reading.
1.7 Definition of
Key Terms
1. Reading comprehension
Hill
(2000:4-5) states, “Reading
is communication process and used by readers to get the message which going to
be delivered by the author through message or written language”.
Reading comprehension is defined as the
ability of the student under study in understanding the content of reading text
which is delivered by the teacher on the present study. The students reading
ability and achievement are measured by means of administering a series of post
test.
2.
PQRST method
PQRST (Preview, Question, Read, State, Test).
PQRST was found by Thomas F. Stanton. This method is used to improve reading
competency. PQRST method in this study is a method of reading the passage which
consists of five activities; preview, question, read, state/summarize, and test
and some additional activities that consist of discussing the questions, discuss
the answers, determining the main sentence, sentences, main ideas, and ideas of
explanatory.
3.
SMA N 1 Silimakuta is defined as a senior
high school which is located on Jln. Pendidikan Ujung, Seribudolok, where is
the researcher doing a research.
1.8
Theoretical Frame Work
This
paper contains of some theories derived from the library research. The writer
selects some theories which support the reserach. The theories are :
Aebersold and Field
(1997), Arikunto (2006), Brown (2004), Burhan (2012), Chambers
and Gregory (2006), Champion (2006), David (Brassell &
Rasinski 2008), Djiwandono (2002), Grabe and Stoller (2011), Harris and
Graham (2007), Hedgcock (2009), Kane (2000), Linan et al. (2007), Luongo
(2003), Nuttal (1985), Patel and Jain (2008), Segretto (2002), Snow (2002), Soedarso
(2010), Staton (1982), Sudjana (2005).
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Definition
of PQRST
PQRST
was found by Thomas F. Stanton (1982:15-27). This method is used to improve
reading competency. It stands for the core activities of the preview, question,
read, state/summarize, test. PQRST actually is a method or strategy of reading
a book which is especially intended for the benefit of the study, but
researchers can borrow concepts and measures for the benefit of this method of
teaching reading in school, especially for students who are already classified
as readers advanced (Nurhadi, 1987).
PQRST
method in this study is a method of reading text which consists of five
activities; preview, question, read, state/summarize, and test and some
additional activities that consist of discussing the questions, discuss the
answers, determining the main sentence, sentences, main ideas, and ideas of
explanatory.
Champion (2006:58) argues that
PQRST method also increases the extent to which information is processed by the
brain, but it is used for written material, such as that in a newspaper’s article.
The
main goal of PQRST method is to help students to advance their reading
comprehension. PQRST method consists of these 5 steps below:
1. P (Preview)
In this first step, the reader determine what the entire
text is about by skimming through it all so they know they’re going to be
covering. One way to do this is to read the title, and then notice the graphs,
pictures, diagrams in the text. Next, read the introduction and summary or the
first paragraph, also notice the organizational structure text.
The point is to get an idea of
the main topics and sections of the text. One of the best things about
previewing is that it takes very little time to do.
Once they’ve had some practice,
they’ll usually be able to preview a text quickly. If they have a general idea
about what a reading assignment covers, they will be able to determine how it
relates to the course for which they’re reading, and what they want to learn
from it.
2. Q (Question)
After
previewing the text, the students as the readers determine what they are
exactly looking for while reading. The students should make questions based on
what they have read before. The questions can lead them to find further
information of text. They should avoid adding questions that might distract or
change the subject. With specific questions in mind about a reading assignment,
they will know exactly what information to look for, and they will be motivated
to find it. This will help them to learn as much as they can from reading.
3. R (Read)
The
third step is R or Read. In this step, the readers read the whole text. And
while reading it, they also try to find the answers of the questions they made
before. Here, they should remember the features that they notice during the
last two steps: heading, special term, pictures, and summaries. Those can be
used to guide them toward the main ideas. Remember also that each paragraph
contains a main idea, and supporting ideas that elaborate on this. Look for
them, and underline or highlight them. The reader should read for ideas rather
than single words: train their eyes to look at cluster of related words rather
than at each individual word.
4. S (Summary)
After
reading the text, the readers should know how much they can recall the
information they get from the text and state it by their own words.
Highlight, only the most
important words. Without looking at the book, ask the students to recite the
main idea of the text generally and the main idea of each paragraph.
Then tell themselves in a
sentence or two what they’ve read. Finally, scan over the section quickly to
pick up any essential points they may have missed. It is possible to recite in
our head or aloud, but many students find it most effective if they jot down
what they recite. Of course, also make it much easier to review later. Many
students also find Summarizing or Self-Reciting helpful because it requires
monitoring their attention carefully.
If they have difficult Self- Reciting, it means
that they are not concentrating fully on the reading but can also provide
incentive for improving their concentration.
5. T (Test)
The
last step is T or Test. At the end of the reading activity, the reader checks
their knowledge by testing themselves to know how far their understanding of
the text they read is. It can be done by reviewing all the material and storing
it into their long-term memory. Starting by recalling as much as they can
without looking at the book or their recitation notes. If they have any
difficulties, they look at the questions they wrote to jog their memory, but
they shouldn’t look at their answers or other notes until they have given their
memory a chance to work. Then, look back over their recitation notes to make
sure they remember all the important points and main ideas. If they still think
they miss something, look over the reading assignment too. The more they test
themselves, the more firmly the information will be planted in their long-term
memory.
2.2 Definition
of Reading
Reading is
one of English skills besides speaking, listening and writing. It is the way to
understand written messages.
According to Nuttal (2000:2)
reading means result of interaction between the writer’s mind and the reader’s
mind.
It is the way how to the
reader tries to get the message or the intended meaning from the writer. In this
process, the reader tries to create the meanings intended by the writer, the
reader can get the message, and the writer’s meaning sense.
Grabe
and Stoller (2001:2) state that reading is the ability of drawing meaning and
interpreting information in the printed page appropriately. They state that
reading is also interactive in term that linguistic information from the text
interacts with information activated by the reader from long-run memory, as
background knowledge.
Hill (2000:4-5) states that “Reading
is communication process and used by readers to get the message to be delivered
by the author through message or written language”. A process which requires
that a group of words which is a unity will be seen in glimpses and that the
meaning of individual words will be known. If this is not met, then the
explicit and implied messages will not be captured or understood, and the
reading process is not done well.
Soedarso
(2010) states that “Reading
is a complex activity by recruiting a large number of separate actions,
including the need to use the understanding and imagination, observing, and
remembering”. Reading is an active which provide a response to the meaning that
is read. When reading, the reader will form a conclusion about the content of
reading. Making the conclusion is an indication that readers respond to
literature.
2.3 Aspects of Reading
According
to Nuttal (1985:2), there are five sort reading skills that should be mastered
by the reader to comprehend the text deeply, which is as follows:
1. Identifying Main Idea
Determining
idea is a skill to grasp and find the main point of the passage by summarizing
the passage and look for repetition of ideas or words (Kelly, R. 2004). The
main idea is important to a reader because it tells what the story is mainly
about. There are 3 of main ideas; to inform, to persuade, and to
entertain.
2. Identifying Details
Identfying
details are the facts and ideas that explain or prove the topic sentence or
main idea. As stated by Segretto (2002:12) that supporting details provide the
reader with more information about the main idea or subject of a passage. They
are pieces of information that help you see the big picture in a text.
Supporting details give readers the answers to questions they might ask before
they ask them.
3. Determining Inference
Inference
is an educational guess or conclusion drawn based on logic of the passage. An
inference is when the student take clues from a story plus what they already
know from our their own experiences to decide what the teacher means.
The teacher will not always tell
us everything, so need to use inferences to understand and visualize the story.
The students will make inferences to help them understand what they are
reading. As follow
:
a. Think about the
type of information the teacher is giving.
b. Think about how the topic of the text
relates to own life or the experiences of students have had.
4. Understanding Vocabulary
The
communication will success or not it depends on the accurate vocabulary
understanding. It means comprehend what the words mean is important in
vocabulary. When
vocabulary mastery improved, comprehension will be deeper and apply letter sound
correspondence to a pretend word and matching it to a known word in the
readers’ oral vocabulary. Linan et al. (2007:87) state that the role of
vocabulary in reading is clearly understood: vocabulary knowledge, the
understanding of word meanings and their use, contributes to reading
comprehension and knowledge building.
5. Reference
One
of sub process in sentence comprehension is referential representation; this
process identifies the references that words in a sentence make to external
word. Referential representation is aided by making referents easy to identify.
Readers take less tone to identify the referents of a pronoun when the referent
has been mentioned recently in the text than when it was mentioned earlier. (Young,
2011:146).
2.4 Types of
Reading
According to Brown (2004:189), there are four types of
reading. They are:
1.
Perceptive
Perceptive
reading tasks involve attending to the components of larger stretches of
discourse: letters, words, punctuation, and other graphemic symbols. Bottom-up
processing is implied.
2.
Selective
This
category is largely an artifact of assessment formats. In order to ascertain
one’s reading recognition of lexical, grammatical, or discourse features of
language within a very short stretch of language, certain typical tasks are
used: picture-cued tasks, matching, true/false, and multiple-choice. Stimuli include
sentences, brief paragraphs, and simple charts and graphs. Brief responses are
intended as well. A combination of bottom-up and top-down processing may be
used.
3.
Interactive
Included
among interactive reading types are stretches of language of several paragraphs
to one page or more in which the reader must interact with the text. That is,
reading is a process of negotiating meaning; the reader brings to the text a
set of schemata for understanding it, and intake is the product of that
interaction. Typical genres that lend themselves to interactive reading are
anecdotes, short narratives and descriptions, experts from longer texts,
questionnaires, memos, announcements, directions, and recipes. The focus of an
interactive task is to identify relevant features (lexical, symbolic,
grammatical, and discourse) within texts of moderately short length with the
objective of retaining the information that is processed. Top-down processing
is typical of such tasks, although some instances of bottom-up performance may
be necessary.
4.
Extensive
Extensive
reading applies to texts of more than a page, up to and including professional
articles, essays, technical reports, short stories, and books.
2.5
Definition of Reading Comprehension
Djiwandono
(2002:76) states that reading comprehension is thus much more than decoding.
Reading comprehension result when the readers know which skill and strategies
are appropriate for the type of the text, and understand how to apply them to
accomplish the reading process. So by mastery of reading, it can improve other
language skills.
According
to Harris and Graham (2007:8) states that, “Reading comprehension involves much
more than readers” responses to the text. Reading comprehension is a
multicomponent, highly complex process that involves many interactions between
readers and what they bring to the text (previous knowledge, strategy use) as
well as variables related to the text itself (interest in text, understanding
of text types).
Furthermore
Hedgcock (2009:210) states that reading comprehension is a complex construct
that involves the interaction of a number of psycholinguistics processes. It
goes far beyond the ability to state the main idea of a text in one sentence,
answer question about details, define vocabulary, accurately read the text
aloud, and forth comprehension further involves the simultaneous and largely
subconscious application of various type of background knowledge (schemata) and
reading skills to particular text.
2.6 Assessment of Reading Comprehension
Assessment
used to determine the quality of students’ work. Luongo (2003:7) states that
authentic assessment involves students in task that requires the application of
knowledge and skills in real-life situations. These alternative methods offer
real-world challenges and frameworks, such as audiences for demonstrating
concepts and strategies that students have learned. Authentic assessment rooted
in classroom instruction, address education goals and groups of learning
objectives.These practices place greater emphasis on problem solving, critical
thinking, comprehension, and reasoning, or self-reflection skills than
traditional assessment techniques. Final products include exhibitions,
performances that permit more than one solution. The formats for students work
recognize students’ multiple intelligences, different learning style and
varying developmental levels.
According
to Chambers and Gregory (2006:162) states that a function of any assessment
regime is that it should act as a guide to reinforcing teachers’ priorities and
helping the students to identify what activities, knowledge, and understanding
are centrally important to their progress. Assessment of the students should be
explicitly linked to the learning process and outcomes of their degree program
is not so much an invitation to teachers to work these things out for
themselves as it may at first sight. Hill in Hernawati (2011:31-32) adds that
the combination of the reading test is:
1. Multiple-choice
Question
The
multiple choice question have four possible labeled A, B, C, D. the students
will choose one answer per question. Each question correctly answered is given
one point.
2. Short –answer Question
The short
answer questions have a “Read, Think, and Explain” symbol next to them.
Students should spend bout three to five minutes answering each short-answer
questions on the lines provided. Each question answered correctly is given up
to two points; partial credit is given. There can be some variation in the
answer.
3. Long-answer
Question
The long answer questions have a read
“Read, Thinking and Explain” symbols with more lines next to them. Students
should spend about seven to ten minutes answering each long-answer question on
the lines provided. Each question correctly answered given up to four points
and partial credit is given.
There can be some variation in the answers. The
material of reading comprehension test should be closely related to the precise
type of practical material conducted by the teacher to develop reading skill,
so the test would be helpful to attempt to identify some of the specific skills
involving in reading. (Patel and Jain, 2008:130).
In relation
to this study, the students’ ability in comprehending descriptive text will be
ensured through administering a series of
post test in the form of multiple choice test, question and answer test.
2.7 Descriptive Text
According to Kane (2000:352): Description is about
sensory experience how something looks, sounds, tastes. Mostly it is about the
visual experience, but description also deals with other kinds of perception .
So, to conclude from the above explanation Kane,
writing meaningful descriptive text that describes the experiences related to
the senses, such as what form, sound, taste. Most descriptive text is about the
visual experience, but in fact apart from sensory experience can be used in
descriptive text .
Descriptive is an adjective that if we mean in
Indonesia means that the description (picture). If you were asked to describe
an object, it means you have to describe the object in question both in the
size, color, etc.
It can
be said that this text is descriptive text that describes what kind of person
or an object described, good shape, its properties, numbers and others.
Objective (purpose) of any clear descriptive text, ie to explain, describe or
express a person or an object.
2.7.1 Generic Structure
1.
Identication : Identifies phenomenon to be described.
2.
Description : Describes parts, qualities, and characteristics.
2.7.2 Significant Lexicogrammatical
Features.
1.
Focus on specific participants
2.
Use of attributive and identifying processes
3.
Frequent use of epithets and classifiers in nominal groups
4. Use of simple present
tense
2.7.3
Example of Descriptive Text
My Mom
I have to tell you about
my mother. Her name is Meriana. She is outstandingly beautiful anyway she is not tall.
She has chestnut and light skin. Her eyes shading is chestnut. Her eyes are dazzling
and amazing. I really love her eyes.
She is a greatly kind
person. She is sporty. She venerates to divert and engross her adolescents when
her children were exasperates. She by and large rouses me to understand various
things and research the data with experience. She is patient and compelling
woman I have ever known. She appreciates to help people. She is an average
individual, as a wife and mother. She by and large manages her group. She loves
her life partner and children all that much.
She adores her home to be
clean and faultless. She does most of the assignments without home accomplice
and she similarly can manage her work. She works as an advisor. She opens an
office at home. Her
clients genuinely like her work in light of the fact that my mother is
surprising in mind science. She is the best place to grant stories and she for
the most part gives remarkable advices in case we have issues.
For my father, my mother
is everything. She is his life. He can't live without my mother. Everything seems,
by all accounts, to be so untidy if my mother goes to other city for a couple
of days. My mother is a blessed courier without wings. She is a holy person for
me. She is someone who I treasure the most in my life. I wish she will reliably
be sound and energetic.
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
This study
is aimed to find out whether PQRST method
significantly affects students’ ability in comprehending descriptive text at
grade XI of SMA N 1 Silimakuta. This research
uses experimental
method. It deals with two variables, they are using of PQRST method and students’ achievement. The experimental group is taught by using PQRST
method, the control
group is taught without using PQRST method.
TABLE I
DESIGN
OF THE RESEARCH
Group
|
Pre-test
|
Treatment
|
Post-test
|
Experimental
|
O
|
X1
|
O
|
Control
|
O
|
X2
|
O
|
X1 = the experimental group, where the
sample is
taught by using PQRST method
X2 = the control group, where the sample is taught without using PQRST method
3.2
Population
and Sample
3.2.1 Population
According to Arikunto (2006:130), population is defined as
all members of any well-defined class of people, events, or objects. Population
is also the group of the people that you want to find out about by doing your
research. So in doing this research there must be population that will be
investigated. The population of this research is the eleventh grade of SMA N 1 Silimakuta.
The writer focuses on XI-IPA. There are five classess of XI-IPA in this grade
and the total of the students is 155 students which consist of 54 males and 101
females students.
3.2.2
Sample
Arikunto (2006:131) states a sample
is a portion of a population. Based on Arikunto (2002:108), if the population is more than 100, the researcher may take 25%
- 50% as the sample, if the population less than 100, the researcher may take
the entire sample. So the writer takes two classess to be researched
where experimental group consists of 32 students (XI-IPA A), and control group
consists of 32 students (XI-IPA B) and total members of sample are 64.
3.3 The Subject of the
Study
This research is focused on
the students of class XI IPA-1 of SMA N 1
Silimakuta.
3.4 Research Object
The object of
this study is to know the effect of PQRST method on
students’ ability in comprehending descriptive text.
3.5 Instrument
of Collecting
Data
According to Arikunto (2006:131), instrument is a
tool when the researcher uses a method. The instrument is used to achieve the
accuracy of the data and can indicate
that the writer is successful or not in his/her research. There are many
instruments which are used to collect the data. They are test, questionnaire,
interview and observation. The writer chooses the written test. It is multiple
choice that consists of 20 items with 5 passages. The test is conducted by the
writer in order to measure the ability of the students in comprehending the reading
text.
3.6 Technique of
Collecting Data
In this
study, the writer uses test to get the scores of the students. Arikunto (2006:150)
states that test is question which is used to measure the skills, knowledge,
intelligence, achievement attitude, and other capability of individual or a
group of people. In this study there are procedures to collect the data namely
pre test, treatment and post test.
3.6.1 Pre test
Pre
test is given to the population of the students to be sampled out. In pre test, both of the control group and
experimental group are asked to comprehend reading text without applying PQRST
method. The function of pre test is to know the main scores of the control and
the experimental class before getting treatment.
3.6.2 Treatment
The
treatment is conducted after the pre test. The writer gives the treatment to
both groups. The writer will give the same topic to both groups with different
way. In experimental group, the writer will teach descriptive text by applying
PQRST method and in the control group the writer will teach descriptive text
without PQRST method.
3.6.3 Post test
After treatment, the writer will give the
post test in the last meeting. The students are given a post test which is
similar with the pre test. The function of the post test is to know the mean
scores of the control group and the experimental group after treatment.
3.7 Scoring of
the Test
In scoring the test, the writer
use scoring range from 0 – 100 by counting the correct answer and applying this
formula Arikunto (2010:244) :
S
x 100
Where:
S : the score
R : total correct answer
N : the number of test items
For instance , if one
students can answer 16 correctly out 20 items, the score is :
S
x 100
= 80
3.8 Standardized Test
Standarized test is compiled by the institution or
organization specially for designing the test. They are experts in curriculum
and also as teachers. The test has standardized. It means that management and
scoring is done through standard and assumption of the same condition so that
the result of scoring can be compared for class or different school.
According to Arikunto (2009: 146-147), the differences between standardized
test and teacher made test showed by following table :
Table of the differences between standardized
test and teacher made test.
No
|
Standardized Test
|
Teacher Made Test
|
1
|
Depend on materials
and general purose of schools in all country.
|
Depend on materials
and specific purpose that formulated by teacher for certain class.
|
2
|
Include wide aspect
and knowledge or skill in little test item for all of skill or topic.
|
Sometimes just
included the narrow knowledge or skill.
|
3
|
Compiled by
equipment of staff, professor, solver, editor, and item test.
|
Compiled by teaher
with a little or without help by the
other.
|
4
|
Using test items had
tried out, analyzed, and revised before become a test.
|
Seldom use the test
items had tried out, analyzed and revised.
|
5
|
The test has high
realibility.
|
The test has average
or low realibility.
|
6
|
The test use norm
for all country.
|
Using limited group
of certain class.
|
Based on the
differences above, the writer chooses standardized test. It means that the writer
does not need to calculate realibility and validity because the standardized
test has had high realibility and compiled by some experts of making test. Standardized
test consists of aspect knowledge, skill and the norm which suitable for all of
school in all of country.
3.9 The
Technique of Analyzing Data
There are two
groups of data : those are the control and experimental group. To analyze the
data, this research will use the test formula:
t =
Note:
t
= test formula
Mx =
the mean of group A (control group)
My =
the mean of Group B (experimental group)
dx =
the standard deviation of score A (control group)
dy =
the standard deviation of score B (experimental group)
Nx =
the total sample of A (control group)
Ny =
the total sample of B (experimental group)
According to Sudjana (2005:67), the
formula to get the Mean is:
Mean
Note:
=
the means
= the sum of all the scores
n =
number of the scores
According to Sudjana
(2005:94), the formula to get the mean and standard deviation are:
S =
Note:
S = standard deviation
N = number of sample in X1
or X2
∑xi = the sum of the score X
The
research instruments are needed to collect the data for the present study. The
researcher believes that without instruments, it is impossible for the
researcher to collect the data. In collecting the data, there are several
instruments used, such as Teaching Learning Scenario, Test,Questionnaire.
