1
IMPLEMENTING QuIP STRATEGY THROUGH
INFORMATIONAL TEXT TO IMPROVE STUDENTS’
READING COMPREHENSION
AT SMP NEGERI 1 PEUREULAK
THESIS
by:
LAIYA HAVIZA
1042010140
English Education Department
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE INSTITUTEFOR ISLAMIC STUDIES (IAIN)
ZAWIYAH COT KALA LANGSA
2015 M/1436 H
2
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini :
Nama
: LAIYA HAVIZA
Tempat/ tanggal lahir
: Samalanga, 23 Maret 1991
Nim
: 1042010140
Fakultas
: Tarbiyah
Prodi
: Bahasa Inggris
Alamat
: Desa Alue Nibong, Kec. Peureulak Kota, Kab.
Aceh Timur.
Dengan
ini
menyatakan
bahwa
skripsi
saya
yang
berjudul
“IMPLEMENTING QuIP STRATEGY THROUGH INFORMATIONAL TEXT
TO IMPROVE STUDENTS’ READING COMPREHENSION AT SMP
NEGERI 1 PEUREULAK” adalah benar hasil karya saya sendiri. Apabila
dikemudian hari ternyata/ terbukti hasil plagiasi karya orang lain atau dibuatkan
orang, maka akan di batalkan dan saya siap menerima sanksi akademik sesuai
dengan ketentuan yang berlaku.
Demikian surat pernyataan ini saya buat dengan sebenar-benarnya.
Langsa, 25 Mei 2015
Yang membuat pernyataan
LAIYA HAVIZA
3
STATEMENT OF APPROVAL
IMPLEMENTING QuIP STRATEGY THROUGH INFORMATIONAL
TEXT TO IMPROVE STUDENTS’ READING COMPREHENSION AT
SMP NEGERI 1 PEUREULAK
Submitted to the Faculty of Tarbiyah and Teachers Traning IAIN Zawiyah Cot
Kala Langsa as a partial Fullfillment of the Requirement for the degree of Sarjana
Pendidikan(S.Pd) in English Education Department.
By:
LAIYA HAVIZA
1042010140
English Education Departement
Approved by:
Main Supervisor,
Ruly Adha, MS
NIP. 19840830 200901 1006
Co Supervisor,
Dessy Kurniasy, M.Hum
NIP. -
4
STATEMENT OF CERTIFICATION
IMPLEMENTING QuIP STRATEGY THROUGH INFORMATIONAL
TEXT TO IMPROVE STUDENTS’ READING COMPREHENSION AT
SMP NEGERI 1 PEUREULAK
By
LAIYA HAVIZA
1042010140
has been defended in Sidang Munaqasyah before the Council of Thesis
examination and has been Accepted as a partial Fullfillment of the Requirement
for Sarjana Pendidikan (S.Pd) in English Education Department of Faculty of
Tarbiyah and Teachers Training, on:
Thusday, August, 26th, 2015 M
13 Dzulqaidah 1436 H
Council of Thesis Examiners
Chairman,
Secretary,
Ruly Adha, MS
NIP. 19840830 200901 1006
Dessy Kurniasy, M.Hum
NIP. -
Examiner I
Examiner II
Cut Intan Meutia, MA
NIP. 19790529 200912 2 005
015
Nina Afrida, M.Pd
NIP. 19840501 201101 2
Certified by:
The Dean of Tarbiyah and Teachers Training Faculty
State Institute for Islamic Studies (IAIN) Zawiyah Cot Kala Langsa
Dr. Ahmad Fauzi, M.Ag
NIP. 19570501198512 1 001
ACKNOWLEDGEMENT
Alhamdulillah, praises and thanks are due to Allah SWT who gives power
to writer in finishing thesis. The shalawat and salam are presented to prophet
Muhammad SAW.
The writer wants to express the biggest thank to the head of English
department, Zulfitri, MA, and all lecturers in IAIN Zawiyah Cot Kala Langsa who
have taught and guided her to be an educated person so that she can finish this
thesis, especially to Ruly Adha, MS and Dessy Kurniasy, M.Hum, who have
supervised the writer patiently.
Special thanks are conveyed as well to the writer‟s beloved parents,
BUKHARI and RUSNA who always motivates her. The writer also extends his
great gratitude to the headmaster and the teachers in SMPN 1 Peureulak for their
asssistane during finishing this thesis, and then, to all the writer‟s friends who
have motivated and supported her. Without effort, help, prayer, time and their
love, the writer will get many difficulties in finishing this thesis. The writer
believes that there are many mistakes in this thesis. That is why the writer expects
suggestions for the perfection in future.
May Allah Bless you all.
Langsa, May 2015
The writer,
LAIYA HAVIZA
i
IMPLEMENTING QuIP STRATEGY THROUGH INFORMATIONAL
TEXT TO IMPROVE STUDENTS’ READING COMPREHENSION AT
SMP NEGERI 1 PEUREULAK
ABSTRACT
This study analyzed the implementing QuIP Strategy on the eight
years students‟ improvement in Learning English at SMP Negeri 1 Peureulak.
The purpose of this study was to know if QuIP stategy can improve students‟
reading comprehension at the eighth grade students of SMP Negeri 1
Peureulak. Conceptually, the variable of the study could be seen based on the
title, namely: the independent variable is implementing QuIP Strategy, and the
dependent variable is improving students reading comprehension. In this study,
the writer conducted quantitative research design particularly experiment
research design with two class: experimental and control class. The data were
obtained by using instrument was Test ( consisting pre-test, treatments, post
test and the test was tested by validity and reliability test: the result attached in
appendices). Based on the test given, the experimental class got the higher
scores than the cntrol class. The experimental class got 69.69 and the control
class got 66.86. The result of the study revealed that learning reading
comprehension by using QuIP Strategy to the eighth year students of SMP
Negeri 1 Peureulak by comparing the test result of the two tests, in which the
mean of pre-test and post-test. Furthermore, the t0 (t observed) was 4.5 while
the tt it 2.04. it meant that there was significant implementing between the
means got by the students after being treated by using QuIP strategy than
before being treated. In conclusion, QuIP Strategy can improve students‟
reading comprehension.
Keyword : QuIP Strategy, Informational Text, Reading Comprehension
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TABLE OF CONTENT
Acknowledgement ....................................................................................................
Abstract .....................................................................................................................
Table of Content .......................................................................................................
List of table ...............................................................................................................
List of appendic ........................................................................................................
i
ii
iii
iv
v
CHAPTER I. INTRODUCTION ............................................................................
1
A.
B.
C.
D.
E.
F.
G.
Background of Study .............................................................................
The Problem of Study .........................................................................
The Purpose of Study ............................................................................
Significance of the Study .......................................................................
Limitation of the problem ......................................................................
Hypothesis .............................................................................................
Terminology .........................................................................................
1
7
7
7
8
8
9
CHAPTER II. LITERATURE
A.
Reading .................................................................................................
1. Defenition of reading ......................................................................
2. Purpose of Reading .........................................................................
3. Reading Comprehension ..................................................................
4. Strategy Reading Comprehension ...................................................
Text Genre ............................................................................................
10
10
11
12
13
15
B.1 Type Text ...............................................................................
B.2 Informational Text .................................................................
B.3 Generic structure ....................................................................
16
17
18
C. Defenition QuIP Strategy .......................................................................
D. Teaching QuIP Strategy ........................................................................
19
19
B.
CHAPTER III. RESEARCH METHOD
A.
B.
C.
D.
E.
Location and time ...................................................................................
Population and Sample ..........................................................................
Kind of Research ...................................................................................
Research Variabel ..................................................................................
Technique of Collecting Data ................................................................
23
24
25
26
26
F. Technique of the Data Analysis ...................................................
28
iii
CHAPTER IV : FINDING AND DISCUSSION
A. FINDING
1. Analysis pre-test and post-test ..........................................................
2. Analysis post-test result ....................................................................
3. Hipothesis Testing .............................................................................
31
36
38
B. Discussion ....................................................................................
39
CHAPTER V : CONCLUSION AND SUGGESTION
A. conclusion ...........................................................................................
B. suggestion ............................................................................................
41
41
REFERENCES .....................................................................................................
42
iv
CHAPTER I
INTRODUCTION
A.
Background Of Study
Language is one of the most important things in communication and it is
used as a tool of communication among the nations in all over the world. As an
international
language,
English
is
very
important
and
has
many
interrelationship with various aspects of life. English is considered as the first
foreign language and taught formally from elementary school up to the
university level.
There are some factor which can improve English learning and teaching
process. The first is curriculum body of knowledge to be transmitted in
teaching learning. The second is materials a subject matter or the knowledge or
fact ofwhich significantly affect a course of treatment. The third is teaching
and learning objective have a specific purpose to reach in study. The fourth is
teacher. A teacher who facilitated education for pupils may also be describe as
a personal tutor.
Teacher is one of the importants in teaching learning process that much
needed. Teacher plays a very important role in the taching and learning
activities in the classroom. The teacher must pay attention to how the children
are doing during activities and make sure students feel enjoy in the classroom
1
2
during English Class.1 It is important to do by a teacher to make their students
easy in getting the point of the materials in learning. What is the strategy that
teacher uses in learning process have the important role fore the students. By
having good strategy, the teacher can make teaching learning process more
interesting.
Teaching and Learning English as a foreign language is a difficult thing
for students in EFL context, where exposure to English is limited to a few
hours pre week. Students learning English as a second language, strunggle with
many structural issues including knowing the genres of the material they are
studying, the sosial function of text, selecting proper words,using correct
grammar, generating ideas and developing ideas abouts pecific topics.2
Rostiyah N.K said that in teaching learning process, the teacher should
have the strategy in order that the student can learn effectively and effeciently
connected with the target.
3
The teacher should used suitable strategy and
master the strategy to make students interest in learning reading and can
understand the lesson well.
Reading is one of the four important language skills that should be
mastered by students. Reading is the important skill in English subject.
Reading is a good way to developand understant English. Reading is about
understanding written texts. By understanding the text the students will get
many kinds of information .Through reading, students will get much
1
Leavers, Ludo Heylen dan Ferre. Involvement of Children And Teacher Style. Leuven
University Press, 2003. p.152
2
Harmer, J. The Practical English Language Teaching. New York: Prentice Hall, 2008.
p. 24
3
Roestiyah, N.K. Strategy Belajar Mengajar. Jakarta: Rineka Cipta, 2008. p.1
3
information, knowledge on educational, business, science and technology.
Therefore, reading has become a necessity in our lives. Reading is a
multidimensional process that involves the eyes, the ears, the mouth and the
most importanly is the brain. 4 this idea is supported by the fact that reading has
become a part of our daily activities, we read many texts, ranging from holiday
brochures to academic books. Therefore, the ability to read English text in any
form will give a great number of advantages to our lives. More importantly,
they have trouble developing functioanl language skill, such as proper natural
language use in different social context and using language in creative ways.5
Students need good comprehension in reading. By having good
comprehension the students will more easy to understand. There are some
factors that can make students failed in comprehending the text. It could be
seen from the result of exams which has given by the teacher. The problems
are text reading was not interesting for students. The teacher should choose
interesting topic for them. The students were difficult to find the topic and
main idea from the text. Because of the students lazy to read a text. So that, the
teacher should make them easy to find topic and main ideas. So, they were lazy
to fine the meaning of difficult words. They still assumption English is the
most difficult subject. Comprehension is the process of making sense of word,
sentences and connected text. Reading comprehension is the process of
4
Rasinki, Danny Brassell and Timothy. Comprehension At Work Taking Students Beyond
Ordinary Understanding To Deep Comprehension. Hungtington Beach: Shell Education, 2008.
p.15
5
Richard, Rodger et al and. Approach and Method in Language Teaching. Oxford:
Oxford University Press, 2001. p. 123
4
constructing meaning by coordinating a number of complex process that
include word reading, word and word knowledge and fluency.6
Many students had difficulties in learning reading comprehension. Though
teacher have taught how to read in order comprehend the text at school.
Especially at the VIII grade students of SMPN 1 Peureulak. Many students
unwilling to read, because they afraid and shy when they read a text. They can
not read well and can not explain what the text tells about. When the teacher
gave a text and asked the students to answer the questions in the text, many
students could not answer questions that related to the text. In addition, the
students had lack of attention in learning reading because they think that
reading is a difficult subject. Then, the teacher still used the monotonous
activity. The teacher introduced the topic, the teacher asked the students to
make exercises like asked and answered questions, and the students practice
using their own language in front of the class based on they have read. This
situation makes students be bored. The writer has found some problem. The
first problem is vocabulary. The second problem is students feel difficult to
comprehend what the text means, the students cannot interested in learning
reading because it is difficult to get the main ideas, suporting ideas, explicit
meaning, implicit meaning, and the purpose of text. So, the reading process not
interesting for students. The third problem is the students are less able to
develop language when they want to retell the text. Therefore, the teacher
6
Kate, Cain. Reading Development and Difficulties.Library of Congress, Publication
Data United Kingdom, Macmillan Company, Channel India. p.5
5
should know what strategy of reading that can help the students in their
reading.
The problem above might be caused by some factors. They are: the
teachers, the students, and the strategies. The teacher should give some
explanation about the text to students before teaching and learning process, so
the students can be more understand what the meaning of the text. Teaching
material should be suitable and interested for students. Next, the students must
understand when teacher explain about how to get the main ideas, suporting
ideas, explicit meaning, implicit meaning, and the purpose of text. Therefore,
the students can be easy to understand in reading comprehension. The writer
want to implementation in teaching
reading comprehend by using QuIP
strategy.
The last and the most important factor is strategy, especially QuIP
strategy. According McLaughlin, QuIP Strategy is a writing strategy that
improves comprehension of expository or informational texts. It provides a
framework for initiating research, structuring writing and summarizing.
Students choose a topic and develop two or three related questions and
then read to gather information to answer their questions. They then turn
their answers into a summary paragraph. The strategy is used before
reading (generating questions), during reading (collecting the source
information) and after reading (writing the summary). By using the QuIP
(questions into paragraphs) strategy, students learn to summarise by
graphically organizing information and synthesising it in writing and by
6
synthesis, students also improve their reading comprehension. This
strategy can be used with pairs, groups or individually.7
In order that the implementation of this strategy can be more
effective in teaching reading comprehension at VIII grade students of SMP
N 1 Peureulak. The writer choose a QuIP strategy as a model of teaching
to make change during this learning style, it is expected that less able
students will interact with students who are good to solve problems in
reading comprehension.
In this strategy the teacher can teach students to restate their own
words that the most important point based on the text or paragraph they
have read and make they understand and write summary in the text . And
the students can improve their reading comprehension. Based on the
background of problem describe above, the writer interested in creating a
research with the appropriate in title is “Implementing QuIP Strategy
Through
Informational
Text
To
Improve
Students’
Reading
Comprehension at SMP Negeri 1 Peureulak”
7
Allen, Maureen Mclaughlin dan Mary Beth. Guided Comprehension in Grades 3-8
Second Edition. International Language Assosiation, 2009. p. 213
7
B. The Problem of The Study
Based on the background above of study, the writer propose the
research question is: “Does QuIP strategy can improve students‟ reading
comprehension at the eighth grade students of SMP Negeri 1 Peureulak?
C. The Purpose of the Study
By seeing the problem of the study, the writer has one purpose in
cunducting this research, namely “To know does QuIP stategy can
improve students‟ reading comprehension at the eighth grade students of
SMP Negeri 1 Peureulak
D. Significant of the Study
This research is essential to find out the student can use quip
strategy in reading comprehension. Especially, informational texts. The
result of this research can benefit by:
1. For School, the result of this study can expect to add information about
strategy of learning English, especially, learning to reading.
2. For English teacher, is expected to be one of alternative in selecting
and using the teaching strategy until there are improvement of
students‟ ability. Learning process is fleuncy,favorable and the
students are able to understand the lesson.
8
3. For students, this study will be useful for students. Especially to the
students who can not reading well until improvement of the students‟
ability in reading comprehension.
4. For writer, the study will be able to increase the experience of the
writer.
E. Limitation of the problem
The study focusses on the students‟ activity in learning English
Especially when they are learning to read in the class. The writer
concentrates this study in the aspect of the students‟ activity in reading
comprehension and the use of QuIP strategy. It means that the writer will
limit her discussion on the use of QuIP strategy for reading comprehension
activity only.
F. Hypothesis
Hypothesis is a tentative answer to the problem of the research to
prove through the data collected. The hypothesis in this discussion are :
1. There is improve students‟ reading comprehension with used QuIP
Strategy in SMPN 1 Peureulak. H1
2. The QuIP strategy do not improve students‟ reading comprehension in
SMPN 1 Peureulak. Ho
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G. Terminology
1. Implementation is carry out (a plan, idea, etc).8
2. QuIP (Question Into Paragraph) Strategy is a writing strategy that
improves comprehension of expository or informational texts. It
provides a framework for initiating research, structuring writing and
summarising. Students choose a topic and develop two or three related
questions and then read to gather information to answer their questions.
They then turn their answers into a summary paragraph. The strategy is
used before reading (generating questions), during reading (collecting
the source information) and after reading (writing the summary). By
using the QuIP (questions into paragraphs) strategy, students learn to
summarise by graphically organizing information and synthesising it in
writing and by synthesising, students also improve their reading
comprehension. This strategy can be used with pairs, groups or
individually.9
3. Improving is to bring into a more desirable or excellent condition10
8
A.S, Horsby. Oxford learners Pocket. China: Oxford University Pers, 2004. p. 215
Allen, Maureen Mclaughlin .............p. 213
10
Company, An Encyclopedia Britannica. Defenition of Improving Vocabulary.
http//www.merriam.webster.com/dictionary/improve (accessed on February 10, 2015).
9