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THE EFFECTIVENESS OF KWL (KNOW, WANT TO LEARN, LEARNED) IN TEACHING OF READING
VIEWED FROM STUDENTS’ ENGLISH LEARNING INTEREST
(An Experimental Research in the Ninth Grade Students of SMP Negeri 8
Probolinggo in 2009-2010 Academic Year)
THESIS
Presented as partial fulfillment of the Requirements for
The Graduate Degree of English Education
By: ACHMAD PHILIP NIM. S890208118
ENGLISH EDUCATION DEPARTMENT GRADUATE PROGRAM
SEBELAS MARET UNIVERSITY SURAKARTA
Jl. Ir. Sutami 36A Kentingan Surakarta
© 2010
ii
APPROVAL
THE EFFECTIVENESS OF KWL (KNOW, WANT TO LEARN, LEARNED) IN TEACHING OF READING VIEWED FROM
STUDENTS’ ENGLISH LEARNING INTEREST
(An Experimental Research in the Ninth Grade Students of SMP Negeri 8 Probolinggo in 2009-2010 Academic Year)
THESIS
By:
ACHMAD PHILIP NIM. S890208118
This thesis has been approved by the Consultants of English Education Department of
Graduate Program of Sebelas Maret University Surakarta on ………………., 2010.
Consultant 1, Consultant 2,
Prof. Dr. Joko Nurkamto, M.Pd Drs. Gunarso Susilohadi, M.Ed NIP. 19610124 198702 1 001 NIP. 19540315 198503 1 002
Acknowledged by The Head of English Education Department
Dr. Ngadiso, M.Pd. NIP. 19621231 198803 1 009
iii
LEGITIMATION FROM THE BOARD OF EXAMINERS
THE EFFECTIVENESS OF KWL (KNOW, WANT TO LEARN, LEARNED) IN TEACHING OF READING VIEWED FROM
STUDENTS’ ENGLISH LEARNING INTEREST
(An Experimental Research in the Ninth Grade Students of SMP Negeri 8
Probolinggo in 2009-2010 Academic Year)
THESIS by
ACHMAD PHILIP NIM. S890208118
This thesis has been examined by the Board of Thesis Examiners of English Education Department of Graduate Program of Sebelas Maret University Surakarta on June 22nd, 2010.
Board of Examiners Signature
Chairman : Dr. Ngadiso, M.Pd. NIP. 19621231 198803 1 009 ……………………………...
Secretary : Dr. Abdul Asib, M.Pd. NIP. 19520307 198003 1 005 ……………………………...
Member 1 : Prof. Dr. Joko Nurkamto, M.Pd NIP. 19610124 198702 1 001 ……………………………...
Member 2 : Drs. Gunarso Susilohadi, M.Ed NIP. 19540315 198503 1 002 ……………………………...
Acknowledged by: The Director of Graduate Program of Sebelas Maret University,
The Head of English Education Department of Graduate Program of Sebelas Maret University,
Prof. Drs. Suranto, M.Sc., Ph.D. NIP. 19570820 198503 1 004
Dr. Ngadiso, M.Pd. NIP. 19621231 198803 1 009
iv
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled: The Effectiveness
of KWL (Know, Want To Learn, Learned) in Teaching of Reading Viewed From
Students’ English Learning Interest (An Experimental Research in the Ninth Grade
Students of SMP Negeri 8 Probolinggo Academic Year 2009-2010)”. It is not
plagiarized or made by others. Anything related to other’s works is written in
quotation, the source of which is listed on the references.
If then this pronouncement is proven incorrect, I will be ready to accept
any academic punishment, including the withdrawal of my academic degree.
Surakarta, June 14th, 2010 Achmad Philip
v
MOTTO
“Unperformed Knowledge is Nil
and Unfinished Work is Useless”
“In Doing what we ought to do
we deserve no praise”
vi
ABSTRACT
Achmad Philip, The Effectiveness of KWL (Know, Want To Learn, Learned) in
Teaching of Reading Viewed From Students’ English Learning Interest (An Experimental Research in the Ninth Grade Students of SMP Negeri 8 Probolinggo in 2009-2010 Academic Year). Thesis. Surakarta. English Education Department Graduate School. Sebelas Maret University of Surakarta. The purposes of this research are: (1) to know the difference in reading achievement between the students taught using KWL and those taught using Direct Instructional method in teaching of reading for the Ninth grade students of SMP Negeri 8 Kota Probolinggo in 2009-2010 Academic year, (2) to know the difference in reading achievement between the students with high interest and those with low interest for the Ninth grade students of SMP Negeri 8 Kota Probolinggo in 2009-2010 Academic year, (3) to know the interaction between reading method and learning interest of the students’ reading achievement for the Ninth grade students of SMP Negeri 8 Kota Probolinggo in 2009-2010 Academic year. This research is an experimental research. The research was carried out at SMP Negeri 8 Kota Probolinggo from November 2009 to December 2009. The sample was taken using multistage cluster random sampling from the ninth grade students of SMP Negeri 8 Kota Probolinggo. The sample consists of 60 students which are divided into two classes or groups, IX.5 consisting of 30 students as an experimental class and class IX.4 consisting of 30 students as a control class. The instruments used to collect the data are questionnaire to get scores of students’ learning interest and reading test to get scores of students reading comprehension. Before the instrument was used, a tryout was done to know the validity and reliability of the instrument. After treatment was given in twelve meetings, the researcher conducted posttest to get the research data. Having got research data, researcher analyzed the data in term of their frequency distribution, normality of the sample distribution, and data homogeneity. Then, researcher used ANOVA test (multifactor analysis of variance) and TUKEY test to test the research hypotheses.
Based on the result of data analysis, the research findings are: (1) KWL method is more effective than Direct Instructional Method to teach reading for the ninth grade students of junior high school; (2) the reading achievement of the students with high interest is better than those with low interest; and (3) there is an interaction between teaching method and students’ Interest. Based on these research findings, it can be concluded that KWL method is an effective method to improve the reading skill of the ninth grade students of SMP Negeri 8 Kota Probolinggo.
The research result of this study implies that: (1) English teachers are suggested to use KWL method to teach reading; (2) the students could use KWL method to improve their reading ability as it can help them to comprehend the reading text; and (3) the future researchers are expected to conduct research with different students’ condition like students’ motivation or habit.
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ACKNOWLEDGMENT
Firstly, the researcher would like to say “Alhamdulillah” and thank to Allah SWT because of His Greatness and Blessing, he is able to finish one of the challenging duties as a student of Graduate Program of Sebelas Maret University Surakarta. The challenging duty is writing this thesis. His gratefulness is also delivered to all who have directly and indirectly assisted, supported, and encouraged him to finish this thesis.
His deepest gratitude and appreciation are addressed to: (1) the Director of Graduate Program of the University of Sebelas Maret Surakarta; (2) the Head of English Educational Department of Graduate Program of the University of Sebelas Maret Surakarta, Dr. Ngadiso, M.Pd.; and (3) both of his consultants, Prof. Dr. Joko Nurkamto, M.Pd., the first consultant, and Drs. Gunarso Susilohadi, M.Ed., the second consultant, who advised and guided him in reading and correcting this thesis. Their advices, constructive comments, worthy suggestions, and encouragement have been a great influence for improving and finishing this thesis.
The researcher would like to present his gratitude to the Headmaster of SMP Negeri 8 Kota Probolinggo, who allowed him to conduct the research in the ninth grade students in 2009-2010 academic year, and to the English teachers, who was willing to be a teacher in the classes in conducting this research. He also delivers his thanks to all his colleagues in SMP Negeri 8 Probolinggo, classmates and friends to whom he had a discussion the research.
He would like to extend his special thanks to his beloved father and mother, brothers and sisters, father and mother-in-law, especially to his wife for their love, Fery Ernawati, SE., encouragement, and prayers. He also gives love to his beloved son, Syahputra Aviccena Al Fath, and his daughter, Tiara Fadila Ramadhani because of them he has spirit, support, and desires to finish this thesis as soon as possible. He also thanks and appreciates to all who are not mentioned here.
Finally, he realizes that this thesis is still far from perfect, so he always needs valuable criticisms and suggestions from the readers in order to make this thesis improve. Last but not least, he does expect that this thesis can be very useful to other researchers, teachers, and students as well.
Surakarta, June 14th, 2010 Achmad Philip
viii
DEDICATION
My beloved parents and parents-in-law
My beloved wife, Fery Ernawati, SE, who always assists, encourages and
motivates to finish this thesis.
My beloved son, Syahputra Aviccena Al Fath, and my beloved daughter, Tiara
Fadila Ramadhani who always inspires and supports me,
All of my friends who always support me in finishing this thesis
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TABLE OF CONTENT
Pages
TITLE PAGE ………………………………………………………........ i
APPROVAL PAGE BY THE ADVISORS ……………………………. ii
APPROVAL PAGE BY THE EXAMAMINERS ……………………… iii
PRONOUNCEMENT ………………………………………………….. iv
MOTTO …………………………………………………………………. v
ABSTRACT …………………………………………………………….. vi
ACKNOWLEDGEMENT ……………………………………………… vii
TABLE OF CONTENTS ………………………………………………. ix
LIST OF TABLES ……………………………………………………… xii
LIST OF FIGURES …………………………………………………….. xiii
LIST OF APPENDICES ………………………………………………... xiv
Chapter I : INTRODUCTION…………………………………………… 1
A. Background of the study ...………………………………… 1
B. Problem Identification……………………………………… 6
C. Problem Limitation…………………………………………. 6
D. Problem Statement …………………………………………. 7
E. Research Objectives…...……………………………………. 8
F. Significance…………………………………………………. 8
Chapter II: REVIEW OF RELATED LITERATURE………………… 10
A. Theoretical Description ……………….…………………… 10
1. Reading…………………………………………………. 10
a. Definition of Reading….. ………………………….. 10
b. Bottom-up, top-down and interactive processing
models ………………………………………………
16
c. Purposes of Reading..…..………………………….. 17
x
d. Teaching Reading
17
1) Reading Skill ………………………………….. 17
2) Reading Phase…………….. ………………….. 19
3) The ways of teaching Reading …………………. 20
2. KWL (KNOW, WANT TO LEARN, LEARNED)…….. 21
a. Description of KWL Method…….……………… 21
b. Procedure of KWL 22
c. Purpose for using KWL Charts…………………. 24
d. Classroom Instruction ……………………………. 25
e. Strengths and Weaknesses of KWL strategy …….. 26
3. Direct Instructional Method ……………………………. 27
a. Definition of Direct Instructional Method………. 27
b. The Advantages of Direct Instructional Method .. 28
c. The Disadvantages of Direct Instructional
Method…………………………………………..
30
4. Interest ………………………………………………….. 30
a. Description of Interest…………………………… 30
b. Aspect of Learning Interest …………………….. 33
c. Factors Affecting Learning Interest……………... 34
d. Roles of Interest in Learning……………………. 35
B. Review on Related Studies ………………………………… 36
C. Rationale …….……………………….…………………….. 38
D. Hypothesis………………………………………………….. 41
Chapter III: RESEARCH METHODOLOGY …………………………… 42
A. Place and Time of Research ….……………………………. 42
B. Research Method……………………………………………. 43
C. Population, Sample, and Sampling ….…………………….. 45
D. Technique of Collecting the Data…………………………... 46
E. Technique of Analyzing the Data ………………………...... 54
xi
Chapter IV: THE RESULT OF THE STUDY ……………………………..
60
A. The Data Description………………………………………... 60
B. Normality, Homogeneity, ANOVA and Tukey Test ……….. 67
1. Normality Test …………………………………………. 67
2. Homogeneity Test ……………………………………… 67
C. Hypothesis Testing………………………………………….. 68
D. Discussion of the Result of the Study and Implication …….. 75
E. Limitation of Research ……………………………………… 80
Chapter V: CONCLUSION, IMPLICATION AND SUGGESTION……. 82
A. Conclusion …………………………………………………. 82
B. Suggestion ………………………………………………….. 83
REFERENCES ……………………………………………………………. 86
APPENDICES …………………………………………………………….. 88
xii
LIST OF TABLES
pages
1. Table 1. Frequency Distribution of A1………….………………… 61
2. Table 2. Frequency Distribution of A1B1……….………………… 37
3. Table 3. Frequency Distribution of A1B2……….………………… 63
4. Table 4. Frequency Distribution of A2….………………………… 64
5. Table 5. Frequency Distribution of A2B1……….………………… 65
6. Table 6. Frequency Distribution of A2B2……….………………… 66
7. Table 7. Normality Test ………………………………………….. 67
8. Table 8. Homogeneity Test …………………………………….... 68
9. Table 9. Multifactor Analysis of Variance ………………………. 69
10. Table 10. The Summary of a 2 x 2 Multifactor of Variance …….. 70
11. Table 11. Tukey test ……………………………………………... 72
xiii
LIST OF FIGURES
pages
1. Figure 1. Sample of KWL Form …………………………………….. 22
2. Figure 2. KWL Learning Visual Concept Diagram ……………….… 23
3. Figure 3. KWL Chart ……………..………………………….…….. 26
4. Figure 4. Randomized Subjects, Posttest-Only Control Group Design 44
5. Figure 5. The Key of Scoring the Positive Statement ……………. 49
6. Figure 6. The Key of Scoring the Nergative Statement ……………. 50
7. Figure 7. Factoriaol Design 2 x 2 ………………………………… 55
8. Figure 8. Histogram and Poligon Data A1 ………………………….. 61
9. Figure 9. Histogram and Poligon Data A1 B1 …………..………… 62
10. Figure 10. Histogram and Poligon Data A1 B2 ……….……………… 63
11. Figure 11. Histogram and Poligon Data A2…... …….………………… 64
12. Figure 12. Histogram and Poligon Data A2B1 …………………….… 65
13. Figure 13. Histogram and Poligon Data A2B2 ….…………………… 66
xiv
LIST OF APPENDICES
Appendix 1 Lesson plan for experimental class……………..………............
Appendix 2 Lesson plan for Control class…………………………………..
Appendix 3 Blueprint of Questionnaire of Learning Interest and
Questionnaire for tryout ..……………………………………..
Appendix 4 Blueprint of Reading and Reading test for tryout .....................
Appendix 5 Tryout result of the learning interest Questionaire ......................
Appendix 6 Tryout result of reading test ........................................................
Appendix 7 Questionnaire items for Post Test ..............................................
Appendix 8 Reading Test items for Posttest ………………………………..
Appendix 9 The Score of Questionnaire Posttest ……………………………
Appendix 10 The Score of Reading Posttest …………………………………
Appendix 11 The Tabulation of Interest and Reading Score …………………
Appendix 12 Computation of Frequency Distribution ……………………….
Appendix 13 The Computation of Mean, Mode, Median and Standard
Deviation ……………………………………………………….
Appendix 14 The Computation of Normality of the Sample Distribution ......
Appendix 15 The Computation of Data Homogeneity ……………………….
Appendix 16 Multifactor Analysis of Variance ................................................
Appendix 17 Analysis of Tukey Test ................................................................
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Reading is clearly one of the most important; in fact in many
instances around the world, we may argue that reading is the most important
language comprehension, particularly in cases where students have a read
English material for their own specialist subject. Some students read to
remember new words. They do not particularly attention to difficult words and
structures but just skip over expressions. They cannot understand or they are
afraid to grapple with.
There are so many different reasons for reading and that we read in
different ways for different purposes (Nuttall, 2000: 2). These different
purposes, generalized into the following two main categories: we read for
pleasure and for information in order to find out something or in order to do
something with the information you get (Grellet, 2001: 4). Specifically, they
are, to get information, to respond to curiosity about a topic, to follow
instructions to perform a task, for pleasure, amusement, and personal
2
enjoyment, to keep in touch with friends and colleagues, to know what is
happening in the world, and to find out when and where things are (Hedge,
2000: 195).
In general, the aim of teaching reading is to develop the students'
ability to read the material, get information and understand about text. The
aim of teaching for the reader is to comprehend and to react to what is written
(Brown, 1982:18).
Reading requires a familiarity on the part of the reader with the two
fundamental building blocks of the particular language under study, that is
structure and vocabulary. Between the two building blocks, structure and
vocabulary, structure is more important because if the sentence is not
structurally correct, then the reader will not understand the text. However, if
he does not know the meaning of a word, he can find it in a dictionary.
Reading used to be the principal aim of most foreign language
courses. The comprehensions of reading are given priority over other language
comprehensions that has been developed and evaluated through textual
analyses. When the student is learning to read a foreign language his/her mind
should be functioned in that language. To implement this particularly at the
3
elementary level, should be introduced at widely spaced intervals and they
should be accompanied with the definitions in the target language.
At Junior High School or SMP Negeri 8 Probolinggo, English is
taught 5 credit-hours a week with a time allocation 40 minutes each. Based on
students’ English classroom observation, the students in majority cannot
communicate among each other in English smoothly both productive and
receptive comprehensions although they have learned English since
Elementary Schools.
Furthermore, in English teaching and learning process, teacher-
centered activities are dominated in the classroom. So, in order to get further
causes why the students obtain poor achievement in learning English, it is
needed a research dealing with the teaching and learning English.
Based on observation and the result of previous reading evaluation of
the ninth grade students at SMP Negeri 8 Probolinggo showed that more
than 65 % the grade of the students were low. The Students are difficult to
maintain their interest in reading passage, the students get confused to
recognize parts of speech through reading passage, the students misplaced the
correct part of speech in reading passage, some of the students still get
4
difficulty in finding the factual information, and some students still do not
know the meaning of each sentence.
It is believed that effective reading depends upon difficult level of the
text, the unknown words in the text and background knowledge of the reader.
It all contributes to the reading successfully getting the message of the writer.
The researcher has tried to make a point that difficult level in a reading text
should be according to the level of the reader. He has tried to focus on all
those factors which make reading uneasy or difficult for the students or
learners. A list of such factors is given as follows: 1. Vocabulary. The writer
has minutely observed during his investigation for questionnaire. The first and
most problems he found were unknown or difficult words. Such vocabulary
items which students thought were difficult for them proved to be a serious
deterrent in the way of reading; 2. Structure of Sentences. During the writer
investigation of questionnaire, he also found that in addition to difficult
Vocabulary items, the complex sentence structure also create a problem for
the proper understanding of the text. Consequently, a large number of students
do not benefit much from such texts which contain difficult sentence structure;
3. Background Knowledge. Inappropriacy of these text books is more to do
5
with the cultural features that occur in the texts which students and in many
cases even teachers cannot explain to the learners. The writer has observed
that a text which reflects and contains difficult words, do not coordinates with
background knowledge of the students and they do not know anything about
the subject under discussion, they feel it completely difficult to understand the
text.
The teacher, therefore, should pay close attention to such a case;
otherwise he will never succeed in teaching English. The great success in
teaching English is not entirely determined by the amount or the length of
time used to teach but also the ability of the teacher to find out the students’
difficulties and method of teaching.
From the above symptoms, the writer interested in carrying out
research with a title “The Effectiveness of KWL (KNOW, WANT TO LEARN,
LEARNED) in Teaching of Reading Viewed from Students’ Learning
Interest.”
6
B. Problem Identification
Based on the fact due to the background of the study, there are many problems that may arise, such as:
1. Why do the students have low reading competence?
2. What factors cause low reading competence?
3. How can students of Junior High School improve their reading
competence so that they can understand text in English exactly?
4. Why do the students feel very difficult to learn English?
5. Why do the students feel difficult to understand text, so that they never
get the accurate information from the passage they learn?
6. Are the students interested in learning English?
7. Are the students interested in learning Reading?
8. Is KWL method effective to teach reading?
9. Does the students’ interest influence their reading competence?
10. Does KWL method make the students interested in learning reading?
C. Problem Limitation
The problems identification stated above indicate that the topic is so
complex. That’s why, the researcher focuses on the effectiveness of KWL
7
method to improve the students’ reading skills due to the fact that the result of
the students’ reading achievements is unsatisfactory.
Maybe other factors can influence, for example listening, speaking,
but in this thesis the researcher has to limit himself to measure the students’
reading skill. Since the population of the research is the ninth grade students,
then the researcher only focuses his research on the improvement of students’
reading skill.
D. Problem Statement
Related to this study discussing about the effectiveness of KWL in
Teaching of Reading viewed from students’ learning interest of the Ninth
Grade Students at SMP Negeri 8 Probolinggo, the writer would like to present
the statement of the problem first, namely :
1. In general, is there any difference in reading achievement between the
students taught using KWL method and those taught using direct
instructional method in teaching of reading?
If there is any difference, which group of students is better?
2. In general, is there any difference in reading achievement between the
students with high interest and those with low interest?
8
If there is any difference, which group of students has the higher
achievement?
3. Is there any interaction between reading method and learning interest in
term of students’ reading achievement?
E. Research Objectives
The objectives of the research are to find out:
1. The difference in reading achievement between the students taught using
KWL and those taught using Direct Instructional method in teaching of
reading for the Ninth grade students of SMP Negeri 8 Kota Probolinggo
in 2009-2010 Academic year.
2. The difference in reading achievement between the students with high
interest and those with low interest for the Ninth grade students of SMP
Negeri 8 Kota Probolinggo in 2009-2010 Academic year.
3. The interaction between reading method and learning interest of the
students’ reading achievement for the Ninth grade students of SMP
Negeri 8 Kota Probolinggo in 2009-2010 Academic year.
9
F. Significance
Research is the application of the scientific approach to the study of
problem. It is a way to acquire dependable and useful information. Its purpose
is to discover answers to meaningful questions through the application of
scientific procedures from the information. We can make an analysis
accurately and the make a conclusion in accordance with the result of the
study.
The significance of the research is to explore and prove whether the
KWL in teaching of reading is effective to be applied in teaching reading so
that the learner can improve their reading skill. The result of the study will be
used as a consideration to raise the teachers’ awareness in developing and
improving their reading teaching so that the teaching and learning process will
be increase as being expected. And the results of the study are also expected to
give feedback to teacher to improve their teaching reading.
10
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Description
1. Reading
a. Definition of Reading
We should know what reading is. Reading is a receptive language
process. It is the process of recognition, interpretation, and perception of written
or printed materials. Reading proficiency plays a great role in understanding a
written statement accurately and efficiently. Reading serves as an important tool
in every field of professional service (Ibrahim, 2006).
In English foreign language teaching, reading is one of the most
important factors in assessing a learner’s linguistic competence. However, it is a
common problem for some students to complain about having trouble with how
to read efficiently. Students always feel confused about the main idea of the
passage even if they can get a full mark to the questions following the passage.
In addition, some teachers also find difficulties in increasing efficiency in
reading classes. So, there are some approaches and techniques for teaching
reading that teacher has to follow.
However, due to many such reasons the students fail to comprehend textbooks
properly. This is largely reflected in the poor performance of the students both
in their classes, as well as in their everyday life. So, it is important now to
11
point out the problems existing in the present reading learning and provide some
proposals for how to teach reading efficiently.
Reading is also a process of mentally interpreting written symbols.
Facility in reading is an essential factor in educational progress, and instruction
in this basic skill is a primary purpose of elementary education. Reading is a
means of language acquisition, of communication, and of sharing information
and ideas. Urquhart & Weir (1988: 22) define that reading is the process of
receiving and interpreting information encoded in language form via the
medium of print.
Anderson (1999: 1) states that reading is an active, fluent process which
involves the reader and the reading materials in building meaning. Meaning does
not reside on the printed page, nor is it only in the reader. However, these
definitions seem too abstract. This is because reading includes intricate processes
and skills which differ according to tasks, purposes and language abilities.
Without knowing theses elements independently, the concept of reading remains
unclear. Therefore, in order to get a more profound understanding of reading
mechanisms, reading processes, skills, strategies and purposes (or different kinds
of reading) should be discussed in this chapter.
Reading helps in mental development and is known to stimulate the
muscles of the eyes. Reading is an activity that involves greater levels of
concentration and adds to the conversational skills of the reader. It is an
indulgence that enhances the knowledge acquired, consistently. The habit of
reading also helps readers to decipher new words and phrases that they come
12
across in everyday conversations ( Grellet, 2001). Students should be trained to
be flexible in reading by using different kinds of exercises such scanning,
skimming, and critical reading (Brown, 2001).
Readers use a variety of reading strategies to assist with decoding (to
translate symbols into sounds or visual representations of language), and
comprehension. Readers may use morpheme, semantics, and syntax and context
clues to identify the meaning of unknown words. Readers integrate the words
they have read into their existing framework of knowledge or schema (schemata
theory). Reading text is now an important way for the general population in
many societies to access information and make meaning.
Physiological and psychological studies suggest that the process of
reading is based on a succession of quick eye movements, known as fixations,
across the written line, each of which lasts for about a quarter of a second. In
each fixation more than one word is perceived and interpreted, so that a skilled
reader may take in more than three words per fixation when reading easy
material. Depending on the rate of fixations and the difficulty of the material, an
adult can read and understand anywhere from 200 to 1,000 words per minute.
There has been considerable difference of opinion about the best
method of teaching children to read. By the end of the 20th century the
educational consensus was largely that a combination of phonics, which
emphasizes sound, and the whole-language method, which emphasizes meaning,
is the most effective way to teach the skill. Most educators also agree
13
on the importance of remedial work for students whose progress is impeded by
impaired vision, faulty eye movements, developmental disabilities such as
dyslexia, or personal handicaps resulting from poor teaching.
Grabe and Stoller (2002: 187) point out that this is the most basic
purpose of reading, though it is actually more complex than commonly
assumed. Reading for general comprehension “requires rapid and automatic
processing of words, strong skills in informing a general meaning representation
of main ideas, and efficient coordination of many processes under very limited
time constraints”.
Reading comprehension is the process of deriving meaning from
connected text. It involves word knowledge (vocabulary) as well as thinking and
reasoning. Therefore, comprehension is not a passive process, but an active one.
The reader actively engages with the text to construct meaning. This active
engagement includes making use of prior knowledge. It involves drawing
inferences from the words and expressions that a writer uses to communicate
information, ideas and viewpoints. Recent studies have focused on how readers
use their knowledge and reasoning to understand texts. The term
‘comprehension strategies’ is sometimes used to refer to the process of
reasoning. Good readers are aware of how well they understand a text while
reading. Good readers also take active steps to overcome difficulties in
comprehension. Students can be instructed in strategies to improve text
comprehension and information use.
14
In general, good comprehension means recognizing and understanding
general ideas and specific fact and seeing how these ideas and facts are
organized and developed. We developed several kinds of exercises were used
with a variety of reading selections. It is important for students to apply
comprehensions to new material, and often an exercise has an impact only if it is
dare on unfamiliar material.
Specific comprehension that increases comprehension must be
developed systematically even on the lowest reading level. Various authorities
have analyzed the component factors, which are included in reading
comprehension. Those that are generally help the students are:
1) Recognize the main idea or purpose of a paragraph.
2) The relationship among facts in their reading.
3) Grasp sequence of ideas.
All of the components above should be worked automatically, and
concurrently which will reveal and understand in unity. Mechanism of memory
and attention means referring to the working of the brain.
Report of the National Reading Panel (NRP) on Teaching Children to
Read highlights that comprehension is critically important to the development of
children’s reading skills and therefore to the ability to obtain an education.
Indeed, reading comprehension has come to be the “essence of reading”
(Durkin, 1993), essential not only to academic learning in all subject areas but
to lifelong learning as well. In carrying out its analysis of the extant research in
reading comprehension, the NRP noted three predominant themes in the
15
research on the development of reading comprehension skills. First, reading
comprehension is a complex cognitive process that cannot be understood
without a clear description of the role that vocabulary development and
vocabulary instruction play in the understanding of what has been read. Second,
comprehension is an active process that requires an intentional and thoughtful
interaction between the reader and the text. Third, the preparation of teachers to
better equip students to develop and apply reading comprehension strategies to
enhance understanding is intimately linked to students’ achievement in this area.
Because these three themes serve as the foundation for understanding how best
to help teachers develop students’ comprehension abilities.
Harris & Hodges (1995: 207) define that comprehension as
“intentional thinking during which meaning is constructed through interactions
between text and reader”. Thus, readers derive meaning from text when they
engage in intentional, problem solving thinking processes. The data suggest that
text comprehension is enhanced when readers actively relate the ideas
represented in print to their own knowledge and experiences and construct
mental representations in memory.
The rationale for the explicit teaching of comprehension skills is that
comprehension can be improved by teaching students to use specific cognitive
strategies or to reason strategically when they encounter barriers to
understanding what they are reading. Readers acquire these strategies informally
to some extent, but explicit or formal instruction in the application
16
of comprehension strategies has been shown to be highly effective in enhancing
understanding. The teacher generally demonstrates such strategies for students
until the students are able to carry them out independently.
From the concepts above we can conclude that reading is a mental
process of making sense of written ideas through meaningful interpretation
involving the understanding of general ideas, main ideas, explicitly and
implicitly stated information, meaning of certain words, and word reference.
b. Bottom-up, top-down and interactive processing models
We often hear about bottom-up, top-down and interactive models of
reading. Grabe and Stoller (2002) call these kinds of models ‘metaphorical
models of reading’.
Bottom-up processing or data-driven processing is a process where
readers recognize and analyze perceived linguistic information like words and
sentences and understand what a text means piece by piece with little
interference of background knowledge. On the other hand, top-down or
conceptually-driven processing is a process in which readers who have
expectation about text information and infer it by means of making use of their
previous knowledge or experience in understanding a text. According to Brown
(2001), recent research on teaching reading has shown that a combination of top-
down and bottom-up processing, so-called interactive reading, is almost always a
primary ingredient in successful teaching methodology because both processes
are important.
17
Nowadays, interactive reading models or modified interactive models
seem to satisfy a majority of researchers and teachers (see, for example Brown,
2001; Anderson, 1999; Grabe and Stoller, 2002). The purposes of reading will
define to what extent bottom-up or top-down processing is used. For example, in
skimming a text, we are likely to depend more on top-down processing, because
we do not have to translate detailed information in the text. Therefore, focusing
on the purposes is necessary in the next part.
c. Purposes of reading
As stated above, reading processes differ in numerous ways depending
on different purposes of reading. Students do not have to read all the passage
when they scan for some information. If students read to learn something, they
may often reflect and analyze what the text says. When students are given
opportunities to enjoy browsing English magazines or newspapers, they do not
have to look up all the unfamiliar words. However, in reality, since English
education in Indonesia has a long history of adopting only grammar translation
methods in every English subject, even now, a lot of students seem to tend to
interpret English passages word by word in any case. In the Indonesia
educational context, teachers should provide a clear purpose for reading and have
students practice several kinds of reading. MacDonough and Shaw’s (1993: 105)
idea that good readers can read the text using appropriate strategies according to
purpose would indicate the necessity of different kinds of reading.
18
d. Teaching Reading
Jansen (2008:3-4) states that teaching reading in classroom involves
approach and reading skills. To achieve the objectives of the lesson the writer
uses three-phase: reading skills, approach and the ways of teaching reading.
1) Reading Skills
The aim of teaching reading is to help students to find the information
they want quickly besides to show the students that understanding just a few
words is often sufficient to get the message.
Reading skills can be divided into: skimming, scanning, careful reading,
and browsing.
a) Skimming
Skimming refers to the way of reading in which readers quickly run
their eyes across a whole text for its gist. One of the effective series of
procedures for approaching a reading text starts with skimming the text for an
overview of main ideas and then readers embark on more focused reading. It is
also common part of many reading tasks. When introducing new lessons in the
textbook, I believe it is more desirable to start with skimming, rather than
interpret the text word by word or sentence by sentence, in terms of enhancing
reading skills.
19
b) Scanning
Scanning or searching reading is also a common reading activity when
readers extract necessary pieces of information from a text without reading
through the whole text. It is also useful skills especially in daily life, for example
in searching through a telephone directory, reading a timetable or advertisements
for getting information. The spread of the Internet may well accelerate the need
for this type of reading.
c) Careful reading
Urquhart and Weir (1998) point out that careful reading is associated
with reading to learn. The reader attempts to handle detailed information in the
text. Thus, reading rate seems to be rather slower than other types of reading
because in this type of reading, readers often require rereading and inferencing to
connect information with background knowledge.
d) Browsing
Browsing is the sort of reading where readers do not have any particular
goals for reading and parts of a text may be skipped fairly randomly and there is
little need to integrate the information. We often browse magazines or
newspapers just for fun. In the classroom, normally with limited English
resources, students have few opportunities to browse English articles. It might be
desirable for teachers to store supplementary English materials for browsing and
provide some opportunities to browse them.
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2). Reading Phase
There are three-phase approach to teach reading in the classroom. They
are pre-reading phase, while-reading phase and post-reading phase (William,
1984: 45).
A pre-reading phase is anything teachers do in class before students
begin to read the selection and can affect comprehension. The writer gives the
students the preparatory activity, such as brainstorming.
The while-reading phase or during-reading activity draws the students
on text and involves them in the thinking process. The activities here will help
the learners understand the writer’s purpose, the text structure, and the context.
The post-reading phase is a follow-up of pre-reading phase and
during-reading phase. The activities in this stage encourage learners to make use
of acquired information to express their opinion and form ideas. Ideally, post—
reading work should contribute to the writing, speaking, and listening skills.
Students; activities can be varied such as writing, drawing, interviews,
discussion research.
3). The Ways of Teaching Reading
According to Devine (1986 : 47) there are some effective ways in
teaching reading activities. The writer employs some of them. They are:
question-answering, inserted questions, listing main ideas, paraphrasing,
summarizing and study guide.
21
The teaching technique is one of the primarily important factors which
determine the success of teaching. Therefore, the teacher should improve her or
his knowledge in theory and principles of reading on which she or he may create
a best way to present her or his instructional materials.
In teaching reading ‘process’ is more advocated rather than ‘product’. We do not
test student every time we give them reading lesson.
In this case the mastery of vocabulary is not the only key to
comprehension. Nevertheless, it is true that with adequacy in vocabulary
facilitates understanding. Give only key words to a passage, because without
them there is a blockage in grasping the information. Other words or expressions
are to be guessed by based on the context and clues in the text.
Hence, the teacher should make selection of material for the need of her
or his students in terms of level of difficulty and suitability for the development
of skills intended, so that her or his student may find it is easy to read.
2. KWL (KNOW, WANT TO LEARN, LEARNED)
a. Description of KWL Method
Eanes (1997: 51-52) states that one of method for content area literacy
is called “What I Know, What I Want to Learn, What I Learned (KWL). This
method was developed by Ogle (1986) to help teachers activate students’
background knowledge and interest in a topic. It involves three basic steps that
guide the students in accessing what they already know, determining what they
want to learn, and recalling what they learned from reading. To facilitate the
22
group process and emphasize the concreteness of the steps, provide each student
with a KWL form, which is divided into three labeled sections, and has a section
at the bottom for categories (see Figure below).
K - What I Know W - What I Want to Learn L - What I Learned
Category of information
We expect to use
A.
B.
Figure 1. Sample of KWL form
KWL is a teaching method that helps pupils develop tactical ways to
learn new material with the use of questioning and accessing information from
reliable sources. This method can be effective in promoting independence in
learning. The ages and stages of development will determine the role the teacher
plays in guiding pupils through the KWL process. However, if the model is used
for the first time, it is highly recommended that the teacher directs the process
and models the steps. (www.worksheetibrary.com/ teachingtips/kwl.htm.
Retrieved on May 1st, 2009).
23
Figure 2. KWL Learning Visual Concept Diagram
b. Procedures of KWL
The K-W-L method consists of a multi-step procedure as showed
below:
The first step, What I Know (K), involves brainstorming previous
knowledge of and experience with the topic, and then generating categories of
information likely to be encountered in the reading. The brainstorming takes
pace as a whole-class discussion led by the teacher, who begins asking a
question such as, “What do you know about …….? “ As the teacher writes
students responses on the board, chart, or overhead, discussion is generated with
follow-up questions such as, “Where did you learn about that?” or “How do you
know that?” As Students contribute to and participate in the brainstorming
session, they record the information they already know about the topic. After
brainstorming, the teacher asks students to think about what kind of
information are likely to be presented on the topic. The teacher generates
24
examples of categories from the information gathered during brainstorming and
then asks the students to think of other possible categories, which are also
recorded. Until students are confident generating categories, the teacher may
need to model the process for them and present many examples.
In the second step, What I Want to Learn (W), the teacher guides
students in setting specifics purposes for reading. From interests, curiosities,
uncertainties, and knowledge gaps generated during the first step, possible
questions are formulated by the teacher and written on the board. The teacher
then attempts to provoke student questions by pointing out consistencies,
conflicting information, and particularly intriguing ideas. Students are
encouraged to write their own questions and/or select ones from the board. These
questions then serve as purposes for reading.
The third step, What I Learned takes place after reading as a follow-up
to determine to what extent the purposes set for reading were met. Students list
information they have learned and identify any questions left unanswered, and
the teacher helps students develop plans for investigating these questions. In this
way, emphasis is placed on reading for the purpose of fulfilling personal
curiosities rather than learning only what was presented.
This procedure is intended to help teachers become more responsive to
helping students access appropriate knowledge when reading the text. KWL is
also intended to support student learning before, during, and after reading. Ogle
has noted that as students use this procedure over time they become more
actively involved in their reading of text.
25
c. Purpose for using KWL charts
A teacher has many reasons for using KWL charts in the classroom.
First, a KWL chart activates students' prior knowledge of the text or topic to be
studied. By asking students what they already know, students are thinking about
prior experiences or knowledge about the topic. Next, KWL charts set a purpose
for the unit. Students are able to add their input to the topic by asking them what
they want to know. Students then have a purpose for participating and engaging
in the topic. Also, using a KWL chart allows students to expand their ideas
beyond the text used in the classroom. By being aware of students' interests, the
teacher has the ability to create projects and assignments that the students will
enjoy. A KWL chart is a great tool that can be used to drive instruction
(http://en.wikipedia. org/wiki/KWL_table. Retrieved on May 1st, 2009).
d. Classroom Instruction
The KWL chart was created by Donna Ogle in 1986. A KWL chart can
be used for all subjects in a whole group or small group atmosphere. The chart is
a comprehension method used to activate background knowledge prior to
reading and is completely student centered. The teacher divides a piece of chart
paper into three columns. The first column, 'K', is for what the students already
know about a topic. This step is to be completed before the reading. The next
column, 'W', is for students to list what they want to learn about the topic during
the reading. This step is also to be completed before the reading.
26
The third column, 'L', is for what the students learned from the reading. This
step, of course, is done after finishing the reading. The KWL chart can also be
used in reading instruction at the beginning of a new unit
(http://en.wikipedia.org/wiki/KWL_table. Retrieved on May 1st, 2009).
Figure 3. KWL chart
K (What I Know)
W (What I Want to Learn)
L (What I learned)
Write the information about what the students know in this space.
Write the information about what the students want to know in this space.
After the completion of the lesson or unit, write the information that the students learned in this space.
A KWL chart can be used to drive instruction in the classroom. The
teacher can create lesson plans based upon the interests and inquiries of the
students and their needs. Using this method can increase motivation and
attention by activating the students' prior knowledge. This allows the teacher to
understand the students' prior knowledge and the students' interests in the topic.
e. The Strengths and Weaknesses of KWL strategy
No Strengths Weaknesses
1. Elicits students prior knowledge. § Students have to brainstorm
Difficult for students with no prior knowledge
27
their ideas and try to listing everything they know about the topic.
§ Students have a problem to listing in ‘K’ column and hard for them to have a general idea of the topic.
2. Easy to use and organize. § Students could divide the
important and not so important points by dividing them into the appropriate column.
§ They could see clearly the points in order to answer the comprehension questions.
Take time to complete. § Students have to draw the
framework and use a lot of time to think about what to list in each column.
§ Not appropriate to use in exams because the time is limited.
3. Sets a purpose for reading. § Readers have the idea about the
text before reading the whole text.
§ Readers be more focus to find the important points while reading.
Not effective for reading fiction materials. § Readers do not have any idea about
the story or novel. So, this strategy is not suitable.
4. Encourage students to make a critical thinking. § Students need to fill in the ‘L’
column by thinking what they had learnt after reading the text.
§ Students think hard want to know more about the topic by questioning in the column ‘W’
Not proper for readers who has non-active thinking. § This strategy serves as a model for
active thinking during reading. § So, it is not suitable for readers
who has low thinking level and poor memory skills because they will not be able to expend their ideas beyond the text.
5. Helps students to monitor their comprehension and knowledge. § Students know their vocabulary
level and understanding ability. § Students learn new topic and
put an effort to study more about the topic in order to update their knowledge.
Students will give up and get bored easily. § When students fail to make a
critical thinking by filling in the three column, they would give up and refuse to complete the framework.
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3. Direct Instructional Method
a. Definition of Direct Instruction Method
Direct instruction is a general term for the explicit teaching of a skill-set
using lectures or demonstrations of the material, rather than exploratory models
such as inquiry-based learning. This method is often contrasted with tutorials,
participatory laboratory classes, discussion, recitation, seminars, workshops,
observation, case study, active learning, practica or internships. Usually it
involves some explication of the skill or subject matter to be taught and may or
may not include an opportunity for student participation or individual practice.
Some direct instruction is usually part of other methodologies, such as athletic
coaching.
Direct instruction may be ad hoc or even an incidental digression.
Although there is usually some element of frontal instruction and a general
concept of the skill or lesson, there may or may not be a formal lesson plan.
Kardi dan Nur (200a: 2) also state that Direct Instruction Method is a teaching
approach which can help the students to learn basic skill and to get information
that can be taught step by step. This teaching approach is often called Direct
Instruction Method. Further, Arends (2001: 264) also said the same thing that a
teaching model that is aimed at helping student learn basic skills and knowledge
that can be taught in a step-by-step fashion. For the purposes here, the model is
labeled “the direct instruction model”.
29
According to Arends (2001: 265) Direct instruction method is a teacher-
centered model that has five steps: establishing set, explanation and/or
demonstration, guided practice, feedback, and extended practice. A direct
instruction lesson requires careful orchestration by the teacher and a learning
environment that businesslike and task-oriented while Kardi dan Nur (2000a :
27) state that a lesson using direct instruction method pass through five phase:
a) explanation of the goal and preparing students; b) presentation or
demonstration of certain skill; c) giving guided practice; d) giving feedback; e)
give individual task.
In this method, the teacher becomes the decision maker. The teacher
will be engaged in many planning decisions, such as deciding what he/she wants
to teach, when he /she wishes to teach, and how he/she will go about the reading
process (Parson, et al, 2001: 11). Direct Instruction model highly structured and
teacher directed. The students are under the teacher control. The teacher direction
and control occur when the teacher selects and directs the learning tasks,
determines grouping patterns maintains a central role during instruction, keeps
students choice and freedom and minimizes the amount of non academic pupil
task.
The teacher also provides feedback and correction for the students’
mistake. Direst Instruction Model is also academic focus. It means that academic
focus is one of the highest priorities on the assignment and completion of
academic tasks in the classroom (Joyce and Weil, 1986:326 in Angraini, 2009:
11). Patterson says that Direct Instruction Model is similar to “traditional
teaching. Generally speaking traditional teaching is directed toward learning
30
academic content it also characterized by teacher centered and teacher dominated
classroom (Patterson in Cruichshank, Bainer and Metcalf, 1999:231).
b. The Advantages of Direct Instruction Method
1) The benefits of students are Direct Instruction Method seems to satisfy the
learners because the students just become the follower and depend on help
(Cruichshank, et al. in Angraini, 2009: 24)
2) Direct Instruction Method refers to a pattern of teaching which consists of
teachers’ explaining a new concept to a large group of students where the
way of explanation is straightforward way where the teacher always gives
feedback and correction for the mistake that students made (Cruichshank, et
al. in Angraini, 2009: 24)
3) Direct Instruction Method is also academic focus. It means that academic
focus is one of the highest priorities on the assignment and completion of
academic tasks in the classroom. It does not build social relationship among
the students (Joyce and Weil in Angraini, 2009: 24)
c. The Disadvantages of Direct Instruction Method
1) The teacher centrality is strongly occurred in this method. It makes the
students become passive in joining the learning process. Direct Instruction
Method demands not only teacher direction but also strong teacher direction.
2) This method does not promote achievement in creativity, abstract thinking,
and problem solving (Patterson in Cruichshank, et al. in Angraini, 2009: 24)
31
3) Kaskowits also says that this model is not good as other instruction
alternatives improving cooperation (Kaskowits in Cruichshank, et al. in
Angraini, 2009: 25)
4. Interest
a. Description of Interest
Interest is an important thing in the field of education. It is also important thing in one’s activity in his daily life. A person’s interest will be shown in his activity in reaching his purpose. There is person who is interested in something and there is another who is uninterested in the same, including learning activity.
Interest is a characteristic, disposition organized through experience,
which impels an individual to seek out particular objects, activities,
understanding skills or goals for attention or recognition (Smith and Dechant,
1961: 273).
In accordance with the definitions of interest above, it may be paid
attention to some aspects below:
1) Interest is active psyche intentness.
2) Interest is always In accordance with consciousness/awareness, willingness,
pleasure and attention.
3) Consciousness/awareness, willingness, pleasure and attention are potential
factors that enable the individual in reaching objects from his environment.
From the explanation above, it can be concluded that interest is an
active psychological intentness that relate to consciousness/awareness,
willingness, pleasure, and attention in responding a given object because it
attracts him.
32
Psychologically, Interest has been variously defined as a kind of
consciousness accompanying and stimulating attention, a feeling pleasant or
painful directing attention--the pleasurable or painful aspect of a process of
attention--and as identical with attention itself. Thus it may be said, We attend to
what interest us; and, again, that to be interested and to attend are identical. The
term interest is used also to indicate a permanent mental disposition. Thus We
may have an interest in certain subjects, though they are not an object of our
present attention. However interest be defined, and whether it be described as a
cause of attention, an aspect of attention, or as identical with attention, its special
significance lies in its intimate connection with the mental activity of attention.
Attention may be defined as cognitive or intellectual energy directed towards
any object. It is essentially selective; it concentrates consciousness on part of the
field of mental vision, whilst it ignores other parts. Attention is also purposive in
character. It focuses our mental gaze in order to attain a clearer and more distinct
view. It results in a deeper and more lasting impression, and therefore plays a
vital part both in each cognitive act and in the growth of knowledge as a whole.
As a matter of fact, what the mind takes in depends almost entirely on this
selective action of attention.
Learning, however, is acquiring new knowledge, behaviors, skills,
values, preferences or understanding, and may involve synthesizing different
types of information. The ability to learn is possessed by humans, animals and
some machines. Progress over time tends to follow learning curves.
Human learning may occur as part of education or personal
development. It may be goal-oriented and may be aided by motivation. The
33
study of how learning occurs is part of neuropsychology, educational
psychology, learning theory, and pedagogy.
Learning may occur as a result of habituation or classical conditioning,
seen in many animal species, or as a result of more complex activities such as
play, seen only in relatively intelligent animals and humans. Learning may occur
consciously or without conscious awareness. There is evidence for human
behavioral learning prenatally, in which habituation has been observed as early
as 32 weeks into gestation, indicating that the central nervous system is
sufficiently developed and primed for learning and memory to occur very early
on in development.
Further, from the two concepts of learning and interest above, it can be
concluded that that learning interest is an active psychological intentness that
always relate to consciousness, willingness, pleasure and attention in the efforts
to get new behavior and seen as something that we do in order to understand the
real world in the case to achieve the goals of the English learning objectives.
b. Aspect of Learning Interest
People are said to be interested to a certain object if they have four
aspect namely consciousness, willingness, pleasure, and attention. Each aspect
will be explained as follows:
1) Pleasure
Pleasure seems to be derived from simply watching the movements
of people and objects. At first this activity is primarily biological, but as
perceptions occur and concepts begin to form, the psychological components
34
become more important. The child learns to avoid those activities perceived
as unsatisfying and to repeat those that have proved to be worthwhile
(Skinner, 1984: 338)
2) Willingness
Willingness means as a motivational desire to the purpose of life
controlled by thought. This motivational desire will produce a will, attention
and the attention concentrate to a given object, then, the interest of the
individual will appear. For example, a man who wants to be a doctor, he will
have a strong will and full of attention to learn everything deals with his
expected drem and to actualize it.
3) Consciousness
A person can be said to be interested in something if he has
consciousness. It has to be exist in an individual, because the individual will
be interested in something if he conscious the objects catches is very
interesting for him.
4) Attention
Evidence of interest in the form of attention can be observed in the
early behavior of infants. Stimulation produced by a sound or a touch causes
awareness evidenced by movement of the baby and the fixation of the eyes.
Infants have a need for sensory stimulation and seek to be stimulated by
being alert to their surrounding (Skinner, 1984: 338).
35
c. Factors Affecting Learning Interest
A child has collected experiences relate to his interest before entering
the school. These experiences are the determinant factors in the learning process.
For example, a child who is forbidden to ask or to see naturally and freely will
get difficulties in developing his interest. The curiosity that cannot develop
freely will obstruct the process of learning.
It is important to know the factors that influence interest, especially the
interest to learn so that the goals of earning can be achieved. There are two
factors affecting the interest, they are internal factors and external factors.
1) Internal factors
Internal factors are factors that come from individual himself. It means
that his ability, talent, motive, and his purpose of live will affect students’
interest and it is different from one to another. This different aspect will show
the different interest of one to another.
Referring to Kartini Kartono (1990: 56) interest relates tightly to
personality and always includes factors of affective, cognitive, and ability affect
one’s interest.
2) External factors
External factors are factors that come from outside (environment) of the
individual himself, whether family environment, school environment or the
society. These factors can be an object, people or his activities in his interaction
with others. For example, a boy who is join to basketball club followed by
students who experts in this game. So, to join with the club, he tries hard to
master it.
36
The example above is an example of environment influence. In that
such condition, he is interested to do something in order that he can accept as the
member of the society, or the member of a group. The external factors can be in
form of individual competition in a group, whether peer schoolor society group,
in achievement competition, job prestige competition, or weath. They ony
happen in the interaction with human being.
d. Roles of Interest in Learning
A person possesses interest to play an important role in every activity
and in achieving certain goals, because interest will strive someone in achieving
his purpose by doing the activities.
Interest plays an important role to many activities. Being interested in
an activity, enthusiasm will come up followed by pleasure and willingness, and
further it wills one’s ability. If one is interested in doing something means that
he has no motive to act, and if he carries out an activity, the result will not satisfy
him. So, the interest can make the goals of something can be achieved. The roles
of interest will be mentioned as follows:
1) Interest is an important motive in directing individual to carry out his
activities.
2) Interest can help individual in concentrating the attention to the problem he
faces.
3) Interest is one of the major factors in determining whether an activity is well
done.
4) Interest is an individual’s aid in interacting with his environment, including
earning activity.
37
5) Interest helps the individual in his growth and development to achieve his
maturity and his dreams.
B. Review on Related Studies
There are some researchers giving evidences of the implementation of
KWL to teach reading. First, Margaret Fritz (2002), Using a reading strategy to
foster active learning in content area courses, Journal of College Reading and
Learning, College Reading and Learning Association concludes that using K-W-
L as an active learning strategy in a traditional lecture classroom setting can
facilitate increased and quality interaction between professor, students and
subject matter. The interaction begins with the students' lists and the professor's
response either in adapting the lecture or in class discussions. This increased
interaction will foster better understanding of the material and use of critical
thinking such as analyzing and evaluating by the students. The deeper
understanding of the material along with quality interaction in the classroom can
lead to retention in the course, retention in college, and eventually to the
student's graduation. This method also fosters a sense of community between
professor, the discipline, and students even in large classes as discussed. KWL,
as an active learning strategy, allows the students who feel invisible or
marginalized in college classrooms and opportunity to contribute in classes too
large for verbal interaction with the professor. One of the advantages of active
learning is that it appears to benefit all students.
Another research was written by Noviani Angraini (2009), The
effectiveness of Jigsaw Model to Teach Reading Viewed from the students’
38
Interest, an experimental Study in SMP N 3 Kartasura in 2008/2009 Academic
Year, English Education Department, Graduate School, Sebelas Maret
University of Surakarta. This research gives evidences of the implementation of
teaching model viewed from students’ learning interest. She concludes that there
is interaction between teaching model and interest. It cannot be denied that
teaching model which is used by the teacher in the classroom gives a big
influence for the success of the teaching and learning process. Interest gives big
influence to the students to improve their reading competence. In learning
activity, interest determines one’s success. Interest provides a strong motivation
to learn. Interest is also the major factors in any learning situation. From the
statements, it can be stated that interest has an important role in influencing
learning activity which includes emotion feeling, attention, satisfaction,
motivation, and pleasure. If the students have high level of interest they will
have high interest in reading many texts that the teacher gives to them.
C. Rationale
1. The difference in reading achievement between the students taught using
KWL and those taught using Direct Instructional method in teaching of
reading.
Reading is a process of mentally interpreting written symbols. Facility
in reading is an essential factor in educational progress, and instruction in this
basic skill is a primary purpose of elementary education. Reading
comprehension has always been an essential part of English as a foreign
language and must not be neglected by anyone who wants to learn a language.
39
One should master words in order to reach well-English language skills.
To reach reading comprehension as one of the language components
should be taught as foundation to achieve language skill. Anyway, to help the
students in comprehending the reading text, the teacher must find suitable
method to reach the purpose. KWL method is a teaching method that helps
pupils develop tactical ways to learn new material with the use of questioning
and accessing information from reliable sources. This method can be effective
in promoting independence in learning. The ages and stages of development will
determine the role the teacher plays in guiding pupils through the KWL process.
However, if the model is used for the first time, it is highly recommended that
the teacher directs the process and models the steps. Therefore, It is assumed
that KWL method is very effective to improve the students’ reading
achievement.
2. The difference in reading achievement between the students with high
interest and those with low interest
Reading skills can be described roughly as “a cognitive ability which a
person is able to use when interacting with written text. Reading requires a
familiarity on the part of the reader with the two fundamental building blocks of
the particular language under study, that is structure and vocabulary. Between
the two building blocks, structure and vocabulary, structure is more important
because if the sentence is not structurally correct, then the reader will not
understand the text. Students with high interest do not face any problems dealing
with the structure and vocabulary of the reading material. Most of them are
40
surely able to overcome the material. The problems usually seize the students
with low Interest. The problems arise and become not only greater but also more
complex at later time since before they can sure enough understand the previous
material, they have to face the new one. From other side point of view, students
with high interest usually have certain learning strategy; therefore, they have
prepared the stages related to the materials. Therefore, it can be assumed that
students having high interest will have a better achievement in reading
comprehension.
3. The interaction between reading method and learning interest of the
students’ reading achievement
Some methods are better for students with high interest. KWL is one
of the method which is appropriate for students having high Interest. A KWL
is a comprehension method used to activate background knowledge prior to
reading and is completely student centered. It helps teachers activate
students’ background knowledge and interest in a topic. It involves three
basic steps that guide the students in accessing what they already know,
determining what they want to learn, and recalling what they learned from
reading. To facilitate the group process and emphasize the concreteness of the
steps, provide each student with a KWL form, which is divided into three
labeled sections, and has a section at the bottom for categories. Direct
Instructional Method, on the other hand, is appropriate for the students with
low interest. This is due to the fact that Direct instruction method is a teacher-
41
centered model that has five steps: establishing set, explanation and/or
demonstration, guided practice, feedback, and extended practice.
Therefore, it can be assumed that there is an interaction between
reading method applied by teachers and learning interest of the students’
reading achievement. In other words, students with higher interest will be
more appropriate to be taught using KWL method.
D. Hypothesis
Based on the above review on related studies and rationale, the
hypotheses can be formulated as follows:
1. KWL method is more effective than Direct Instructional Method in the
teaching of reading.
2. Students with high interest have better reading achievement than those with
low interest.
3. KWL method is more appropriate used for students with high interest while
Direct Instructional Method is more appropriate for low interest students.
42
Chapter III
RESEARCH METHODOLOGY
A. Place and Time of the Research
This research was carried out at SMP Negeri 8 Kota Probolinggo in
2009/2010 academic year. It is located on Jl. Salak No. 137, Kecamatan
Wonoasih, Kota Probolinggo. This school was taken to be the object of
experiment because it is the school where the researcher has been teaching
English since 2005, so there was a big opportunity for the researcher to
conduct research at the school. Another reason was that KWL method has
never been applied in this school. That was known by the researcher after he
conducted the preliminary observation and interviewed some of the teachers in
SMP Negeri 8 Probolinggo.
This research was held from January 2009 to March 2010, starting
from observation, writing the research proposal, up to the last activity that is
writing the research report. The schedule of the research could be seen below.
No. Time Schedule Activities
1. January 2009 Preliminary observation
2. February – March 2009 Designing research proposal
3. April 2009 Seminar of research proposal
4. May-June 2009 Revising the research proposal
5. July – August 2009 Developing research instrument
43
6. September-October 2009 Revising the research instrument
7. November – December 2009 Giving treatment and collecting data
8. January 2010 Discussing and analyzing the data
9. February-May 2010 Writing and accomplishing research report
10. June 2010 Thesis examination
B. Research Method
The research method used in this study was an experiment. The
experiment is the event planned and carried out by the researcher to gather
evidence relevant to the hypotheses. The experimenter deliberately and
systematically introduces changes into natural phenomena and then observes
the consequences of those changes. The hypotheses express expectations as to
the findings that will result from the changes that are introduced. (Ary, et al.,
1985: 247). It is the most highly recommended designs for experimentation in
education because of the control that they provide (Ary, et al. 1985:272).
The design used in this research is Posttest Only Control Group
Design. This was one of the simplest yet one of the most powerful of all
experimental designs. It required two randomly assigned groups of subjects,
each assigned to a different condition. No pretest was used; the
randomizations controlled for all possible extraneous variables and assured
that any initial differences between the groups were attributable only to chance
and therefore would follow the laws of probability.
44
After the subjects were assigned to groups. Those were the group who
were taught by using KWL method as experimental group and the group who
were taught by using Direct instructional method. Only the experimental
group was exposed to the experimental treatment. The researcher gave 12
(twelve) times treatments to the both groups. In all other respect the two
groups were treated alike. Members of both groups were then measured on the
dependent variable Y2. Scores were compared to determine the effect of X. If
the obtained means of the two groups were significantly different, the
experimenter could be reasonably confident that the experimental conditions
were responsible for the observed result.
The main advantage of the design was randomization, which assured
statistical equivalence of the groups prior to the introduction of the
independent variable. Another advantage of this design was that it could be
extended to include more than two groups if necessary. The design chart can
be seen in figure 5 below.
Subject Group Independent
Variable Posttest
R E X Y2
R C Y2
Figure 4. Randomized Subjects, Posttest-Only Control Group Design
45
C. Population, Sample and Sampling
The population of this research was taken from the students of the
Ninth year students at SMPN 8 Probolinggo in 2009-2010 academic year. The
total number of the population were 210 students divided into 6 classes.
The researcher took two classes, class IX.4 and IX.5, of six classes as
sample of this research. Each class consisted of 30 students so the total
number of sample was 60 students. The researcher intentionally took classes
which the researcher teaches in the school. It became the main consideration
when the researcher chose the classes. They were grouped into two classes or
groups. One was the experimental class and the other was the control class.
The experimental group was class IX.5 which consisted of 30 students while
the control group was class IX.4 which also consisted of 30 students.
The researcher takes two classes from six classes randomly under
consideration:
1. The subjects have studied English for more than 2 years.
2. The subjects have been given the English structure and vocabulary in
regarding at developing their English skill especially in reading skill.
In this research the researcher used multistage cluster random
sampling technique to take the sample. There were 6 classes consisted of class
IX.1, IX.2, IX.3, IX.4, IX.5 and IX.6. Then the researcher took 2 classes
randomly as sample of the research; that was class IX.4 and IX.5. Both classes
had 35 students each, so the total number of the students were 70 students (first
stage). The selected classes which consisted of 70 students were taken
46
randomly again into 30 students in group or class, so the number of sample
became 60 students divided into 2 groups or classes (second stage). Those
classes were determined to be samples of the research.
Each class was divided into two groups, students who had high
interest and those who had low interest. One of the two classes was taught by a
KWL method and the other class was taught by a Direct instructional method,
so there are four groups:
a. Students with high interest who were taught by a KWL method.
b. Students with low interest who were taught by a KWL method.
c. Students with high interest who were taught by Direct Instructional
method.
d. Students with low interest who were taught by Direct Instructional
method.
D. Technique of Collecting the Data
The way to get the data in a research activity is usually known as a
method of collecting data. In this study, the writer used questionnaire and test
in collecting data. A test given to the student was a Reading multiple-choice
test typed which was used to collect the data of the Reading Comprehension.
A test means some questions to the students to be answered. It also
means a systematic procedure for observing one’s behavior and describing it
with the aid of numerical device or category system. Longman Dictionary
(1978: 1145) also states the definition; “A test is a number of questions to
47
measure’s someone skill, cleverness, or knowledge of a particular subject”.
Ary, et al. (1985: 189) also define that a test is set of stimuli presented to an
individual in order to elicit responses on the basis of which a numerical score
can be assigned. This score is an indicator of the extent to which the examinee
possesses the characteristics being measured.
Reading Test is a method used to collect the data by using questions
that must be answered and done by the students, in order to know their mastery
in reading comprehension. In this study the writer uses an objectives test to
know student’s mastery in English Reading. The objective test is scored
objectively. The test has only one possible answer, and generally they are
asked to choose any available choices rather than they are asked to find out the
correct answer.
The type of the objective test chosen by the writer is multiple-choices
items. Based on Syakur (1992: 22), the objectives tests can be scored more
rapidly and more reliably than either of the other types.
A good test has some important characteristics, and the two most
important ones are validity and reliability. It is stated by Ary. et al (1972: 213)
that Validity refers to the extent to which an instrument measures what it is
intended to measure. Reliability, on the other hand, is the extent to which a
measuring device is consistent in measuring whatever it measure in terms of
content validity, and instrument must measure fairly the extent to which a
testee has learnt what the curriculum is intended to teach them (Ary. et al,
1972: 225)
48
The reading tests given to the students were 35 items of 50 items as
valid and reliable items. They were tested in posttest only and included:
1. Identify the general idea of the text
2. Identify the main idea of the text
3. Find the explicit information of the text
4. Find the implicit information of the text
5. Find the meaning of certain word from the text.
The writer used questionnaire to get the data of students’ English
Learning Interest. A questionnaire is “a piece of paper showing a set of
questions to be answered, often by several people, so that information will be
gained (Longman Dictionary, 1978: 904). It also might be in the form of a list
of statements to be chosen by the sample. It is intended to know the people’s
desire, motivation, interest and attitude.
The researcher uses a closed-direct questionnaire with multiple
choices typed. The word ‘closed’ means the questionnaire given to the subjects
are provided with answers. Likert scale is used in English learning interest
questionnaire in which the subjects are expected to choose one of the options.
The options are: Sangat setuju (SS), Setuju (S), Tidak Setuju (TS), and Sangat
Tidak Setuju (STS).
A Likert item is simply a statement which the respondent is asked to
evaluate according to any kind of subjective or objective criteria; generally the
level of agreement or disagreement is measured. Often four ordered response
levels are used, although many psychometricians advocate using seven or nine
levels; a recent empirical study found that a 5- or 7- point scale may produce
49
slightly higher mean scores relative to the highest possible attainable score,
compared to those produced from a 10-point scale, and this difference was
statistically significant. In terms of the other data characteristics, there was
very little difference among the scale formats in terms of variation about the
mean, Skewness or Kurtosis.
The format of a typical four-level Likert item is: a. Strongly disagree;
b. Disagree; c. Agree; d. Strongly agree (http://en.wikipedia.org/ wiki/Likert
_scale)
Since the statements and the questions in the questionnaire are mainly
divided into two statements; positive and negative ones, in scoring the answers,
the following criteria is used:
1. Positive statements
The key of scoring the positive statement of the questionnaire is as
follows:
No. Answer Score
1. Sangat setuju / SS 4
2. Setuju / S 3
3. Tidak Setuju / TS 2
4. Sangat Tidak Setuju / STS 1
Figure 5. The key of scoring the positive statement.
50
2. Negative Statement
The key of scoring the negative statement of the questionnaire is as
follows:
No. Answer Score 1. Sangat setuju / SS 1 2. Setuju / S 2 3. Tidak Setuju / TS 3 4. Sangat Tidak Setuju / STS 4
Figure 6. The key of scoring the negative statement.
By considering these categories, it is hoped that the instrument will be
valid, because in this case the writer uses the construct validity to formulate
the items. It means that the instrument measures what the writer wants to
measure, like Sugiyono (2007: 2) states that:
“Variabel penelitian pada dasarnya adalah segala sesuatu yang berbentuk apa saja yang ditetapkan oleh peneliti untuk dipelajari sehingga diperoleh informasi tentang hal tersebut, kemudian ditarik kesimpuannya.”
Kerlinger (1973) in Sugiyono (2007: 3) states that the variable is
constructs or characteristic that will be studied. In this case the students’
English learning interest which the writer wants to examine.
Therefore, the questionnaire and the reading test must be tried out to
know the validity and reliability at the first step. It is done before treatment.
The try out is done to the other class which doesn’t belong to the experimental
51
and the control one. At the end the valid and reliable items are used to get the
data. The reading test is conducted after treatment (Post test).
The analysis of validity and reliability is using the following formula:
a. Validity Analysis of Questionnaire Items
( )( )22
1
11
ååå=
t
tt
xx
xxr
where
1) ( )( )
n
XXXXxx t
ttåååå -= 1
11
2) ( )
n
XXx
2
12
1
2
1ååå -=
3) ( )
n
XXx t
tt
222 ååå -=
The result of the tryout of questionnaire is as follows: (see appendix 5)
The tryout of questionnaire of students’ learning interest consists of
60 items and it was conducted on November 10th , 2009. After giving tryout of
the items, the researcher analyzed the validity and reliability of the
questionnaire. The result of the tryout showed that there were 37 valid out of
60 questionnaire items.
After that, the researcher analyzed the validity of the questionnaire
again. The result showed that there were 35 valid items out of 37 items. And
the last analyzing of validity showed there were 31 valid items out of 35 items.
52
And the researcher used 30 items for observing the level of the students’
learning interest.
Having obtained the students’ scores of learning interest
questionnaire, the researcher ranks the students’ scores from the largest to the
smallest. From the rank, the researcher takes 27% of the largest scores as a
group of students with high learning interest and 27% of the smallest scores as
a group of students with low learning interest. (Rasyid, 2007: 247)
b. Reliability of Questionnaire Items
÷÷
ø
ö
çç
è
æ-
-= å
2
2
11
t
ikk
s
s
kk
r
Where
1) k = the number of valid items
2) n
xs i
i
2
2 å=
3) n
xs t
t
2
2 å=
There are 31 valid out of 60 items. The analysis result of reliability of
the questionnaire indicates that the coefficients of reliability is 0.921. That’s
why or (0,921) is bigger than tr (0.632), the instrument is reliable. (see
appendix 5)
53
c. Validity of reading test items
Reading Test Items:
i
i
t
tii q
p
s
XXr
-=
Where
1) n
XX t
å=
2) n
xst
å=2
3) ( )
å å å-=n
XXx
2
22
The result of the analysis of the reading tryout as follows: (see
appendix 6)
The tryout of reading test which consist of 50 items was held on
November 2009,24 th . After trying out the items, the researcher analyzed the
validity and reliability of the reading test items. The result of the tryout showed
that there were 38 valid out of 50 items for the reading test.
Then, the researcher analyzed again the validity of the reading test
items. The result showed that for the items of reading test there were 38 valid
out of 38 items of the test. At last, the researcher used 35 items for testing
students’ reading comprehension in post test.
54
d. Reliability of the reading test items.
There were 35 valid out of 50 items. The analysis of reliability of the
reading test shows that the coefficient of reliability is 0.7220. Because
( )7220.0or is higher than ( )361.0tr the instrument is reliable. (see appendix 6)
E. Technique of Analyzing the Data
The writer uses a descriptive analysis in this research. The descriptive
analysis is used to know the mean, median, mode, and standard deviation of
the score of reading test and questionnaire. The normality and homogeneity
test are used to know the normality and the homogeneity of the data. It is done
before testing the hypothesis and the last is the use of multifactor analysis of
variance 2X2.
There are several types of ANOVA depending on the number of
treatments and the way they are applied to the subjects in the experiment.
This research uses Multifactor Analysis of Variance. The used type of
the factorial ANOVA is the 2x2 design; where there are two independent
variables, KWL and direct instructional method, and each variable have two
levels or distinct values, high English learning interest and low English
learning interest. The visual design and the formulas of Multifactor Analysis
of Variance are as follow:
55
INTEREST ( X2 )
TEACHING METHOD ( X1 ) MEAN
K-W-L (A1) DIRECT
INSTRUCTION (A2)
HIGH (B1) A1B1 A2B1 B1
LOW (B2) A1B2 A2B2 B2
MEAN A1 A2
Figure 7. Factorial Design 2 x 2
Note:
A1 : the mean score of reading test of experimental class which is taught by
using KWL method.
A2 : the mean score of reading test of experimental class which is taught by
using direct instructional method.
B1 : the mean score of students’ reading test of students having high
interest.
B2 : the mean score of students’ reading test of students having low
interest.
A1B1: the mean score of reading test of students having high interest who are
taught by using KWL method.
A1B2: the mean score of reading test of students having low interest who are
taught by using KWL method.
A2B1 : the mean score of reading test of students having high interest who
are taught by using direct instructional method.
A2B2: the mean score of reading test of students having low interest who are
taught by using direct instructional method.
56
1. The data are analyzed using the following ways:
a. The total sum of the squares:
( )
å åå -=N
XXx t
tt
2
22
b. The sum of squares between groups:
( ) ( ) ( ) ( ) ( )N
X
n
X
n
X
n
X
n
Xx t
b
2
4
2
4
3
2
3
2
2
2
1
2
12 ååååå å -+++=
c. The sum of squares within groups:
ååå -= 222btw XXx
d. The between-columns sum of squares:
( ) ( ) ( )N
X
n
X
n
Xx t
c
c
c
cbc
2
2
2
2
1
2
12 ååå å -+=
e. The between-rows sum of squares:
( ) ( ) ( )N
X
n
X
n
Xx t
r
r
r
rbr
2
2
2
2
1
2
12 ååå å -+=
f. The sum-of-squares interaction:
( )å ååå +-= 222int brbcb xxxx
57
g. The number of degrees of freedom associated with each source of
variation:
df for between-columns sum of squares = 1-C
df for between-rows sum of squares = 1-R
df for interaction = ( )( )11 -- RC
df for between-groups sum of squares = 1-G
df for within-groups sum of squares = ( )å -1n
df for total sum of squares = 1-N
where
C = the number of columns
R = the number of rows
G = the number of groups
n = the number of subjects in one group
N = the number of subjects in all groups
2. Tukey test
Tukey's test is statistical test generally used in conjunction with an
ANOVA to find which means are significantly different from one another.
Named after John Tukey, it compares all possible pairs of means, and is based
on a studentized range distribution q (this distribution is similar to the
distribution of t from the t-test). The test compares the means of every
treatment to the means of every other treatment and identifies where the
58
difference between two means is greater than the standard error would be
expected to allow (http://en.wikipedia.org/wiki/Tukey%27s_test, online)
Gravetter, et al. (1985: 424) state that Tukey’s test allows you to
compute a single value that determines the minimum difference between
treatment means that is necessary for significance. This value, called the
honestly significant difference, or HSD, is then to compare any treatment
conditions. If the mean difference exceeds Tukey’s HSD, you conclude that
there is a significance difference between the treatment. Otherwise, you cannot
conclude that the treatment are significantly different.
The test statistic is found by dividing the difference between the
means by the square root of the ratio of the within group variation and the
sample size.
Reject the null hypothesis if the absolute value of the test statistic is
greater than the critical value.
The formula for Tukey's test is:
a. KWL compared with Direct instructional method (Between coloum)
nnceErrorVaria
XXq
cc
/
21 -=
59
b. KWL compared with Direct instructional method for students having high
English learning interest (Between column (HI))
nnceErrorVaria
XXq
rcrc
/
1211 -=
c. KWL compared with Direct instructional method for students having low
English learning interest (Between column (LI))
nnceErrorVaria
XXq
rcrc
/
2221 -= or
nnceErrorVaria
XXq
rcrc
/
2122 -=
The analysis of the result of the count is (1) qo is compared with qt, if
qo is bigger than qt , the difference is significant. (2) to know which is better,
the means are compared.
F. Statistic Hypothesis
1. H0 : µKWL = µDIM
H1 : µKWL > µDIM
2. H0 : µHI = µLI
H1 : µHI > µLI
3. H0 : µM x µI = 0
H1 : µM x µI > 0
60
CHAPTER IV THE RESULT OF THE STUDY
This chapter discusses the result of the study. The result is divided
into four discussions as follows: the data description, normality and
homogeneity test, hypothesis test and the discussion of the result of the study.
A. The Data Description
The data presented are the result of the reading test. It includes the
frequency of distribution followed by histogram and polygon, the mean,
mode, median, and standard deviation. The descriptions of the data are
based on the groups analyzed which are divided in to six group:
1. The data of reading test of the students or the group who are taught by
using KWL method (A1).
2. The data of reading test of the students or the group having high interest
who are taught by using KWL method (A1B1).
3. The data of reading test of the students or the group having low interest
who are taught by using KWL method (A1B2).
4. The data of reading test of the students or the group who are taught by
using direct instructional method (A2).
5. The data of reading test of the students or the group having high interest
who are taught by using direct instructional method (A2B1).
6. The data of reading test of the students or the group having low interest
who are taught by using direct instructional method (A2B2).
61
The data of each group are described as follows:
1. The data of reading test of the students or the group who are taught by
using KWL method (A1).
Descriptive analysis of the data of A1 shows that the score is 17 up
to 31. The means is 24, the mode is 46.5, the median is 24 and the standard
deviation is 4.517. Histogram and polygon are presented in figure 8.
Table 1. Frequency Distribution of A1
Class Limit fi Xi fiXi
17 - 19 4 16,5 72
20 - 22 2 19,5 42
23 - 25 3 22,5 72
26 - 28 4 25,5 108
29 - 31 3 28,5 90
16 112,5 384
Figure 8. Histogram and Polygon Data A1 2. The data of reading test of the students or the group having high
interest who are taught by using KWL method (A1B1).
Descriptive analysis of the data of A1B1 shows that the score is 24
up to 31. The means is 28, the mode is 29.5, the median is 28.0 and the
0 0,5
1 1,5
2 2,5
3 3,5
4 4,5
16,5 19,5 22,5 25,5 28,5 31,5
62
standard deviation is 1.17. Histogram and polygon are presented in figure
9.
Table 2. Frequency Distribution of A1B1
Class Limit fi Xi fiXi
24 - 25 1 24.5 24.5
26 - 27 1 26.5 26.5
28 - 29 5 28.5 142.5
30 - 31 1 30.5 30.5
Sum 8 110 224
Figure 9. Histogram and Polygon Data A1B1
3. The data of reading test of the students or the group having low
interest who are taught by using KWL method (A1B2).
Descriptive analysis of the data of A1B2 shows that the score is
17 up to 24. The means is 20.25, the mode is 18.70, the median is 20 and
the standard deviation is 2.60. Histogram and polygon are presented in
figure 10.
0
1
2
3
4
5
6
26.5 27.5 28.5 29.5 31.5
63
Table 3. Frequency Distribution of A1B2
Class Limit fi Xi fiXi
17 - 18 3 17.5 52.5 19 - 20 1 19.5 19.5 21 - 22 2 21.5 43 23 - 24 2 23.5 47
Sum 8 82 162
Figure 10. Histogram and Polygon Data A1B2
4. The data of reading test of the students or the group who are taught by
using direct instructional method (A2).
Descriptive analysis of the data of A2 shows that the score is 16 up
to 24. The means is 19.63, the mode is 20.9, the median is 19.50 and the
standard deviation is 2.63. Histogram and polygon are presented in figure
11.
Table 4. Frequency Distribution of A2
Class Limit fi Xi fiXi
16 - 17 4 16.5 66
0
0,5
1
1,5
2
2,5
3
3,5
16.5 18.5 20.5 22.5 24.5
64
18 - 19 4 18.5 74
20 - 21 5 20.5 102.5
22 - 23 1 22.5 22.5
24 - 25 2 24.5 49
Sum 16 103 314
Figure 11. Histogram and Polygon Data A2
5. The data of reading test of the students or the group having high
interest who are taught by using direct instructional method (A2B1).
Descriptive analysis of the data of A2B1 shows that the score is 17
up to 24. The means is 20.5, the mode is 82.86, the median is 20.5 and the
standard deviation is 2.39. Histogram and polygon are presented in figure
12.
Table 5. Frequency Distribution of A2B1
Class Limit fi Xi fiXi
17 - 18 2 17.5 35
19 - 20 2 19.5 39
21 - 22 2 21.5 43
23 - 24 2 23.5 47
0
1
2
3
4
5
6
16,5 18,5 20,5 22,5 24,5 25.5
65
Sum 8 82 164
Figure 12. Histogram and Polygon Data A2B1
6. The data of reading test of the students or the group having low
interest who are taught by using direct instructional method (A2B2).
Descriptive analysis of the data of A2B2 shows that the score is 16
up to 20. The means is 18, the mode is 54.45, the median is 18 and the
standard deviation is 1.60. Histogram and polygon are presented in figure
13.
Table 6. Frequency Distribution of A2B2
Class Limit fi Xi fiXi
16 - 16 2 16.0 32
17 - 17 1 17.0 17
18 - 18 2 18.0 36
19 - 19 1 19.0 19
20 - 20 2 20.0 40
0
0,5
1
1,5
2
2,5
17.5 19.5 21.5 23.5 24.5
66
Sum 8 90 144
Figure 13. Histogram and Polygon Data A2B2
B. Normality and Homogeneity test
Before analyzing the data for testing hypothesis, analyzing the
normality and homogeneity test must be done. The normality test is to know
the sample is in normal distribution and the homogeneity test is to know the
data are homogenous. Each test is presented in the following section.
1. Normality Test
The sample is on normal distribution if Lo (L obtained) is lower
than Lt (L table) at the level of significance α = 0.05. L stands for Lilliefors.
Table 7. Normality Test
No. Data The Number of Sample Lo Lt α
Distribution of Sample
1 A1 16 0.120 0.213 0.05 Normal
2 A2 16 0.194 0.213 0.05 Normal
3 A1B1 8 0.163 0.285 0.05 Normal
0
0,5
1
1,5
2
2,5
16.5 17.5 18.5 19.5 20.5 15.5
67
4 A1B2 8 0.184 0.285 0.05 Normal
5 A2B1 8 0.103 0.285 0.05 Normal
6 A2B2 8 0.144 0.285 0.05 Normal
2. Homogeneity Test
Homogeneity test is done to know that the data are homogeneous. If
2ox is lower than )05.0(
2tx , it can be concluded that the data are homogeneous.
Table 8. Homogeneity Test
No. X1 X2 X3 X4 X12 X2
2 X32 X4
2
1 29 20 18 16 841 400 324 256
2 28 21 19 18 784 441 361 324
3 31 22 17 16 961 484 289 256
4 29 24 21 20 841 576 441 400
5 28 17 18 20 784 289 324 400
6 24 20 24 17 576 400 576 289
7 27 18 24 18 729 324 576 324
8 28 24 21 19 784 576 441 361
jumlah 224 166 162 144 6300 3490 3332 2610
( ) ( ){ } ( )( ) 270.28430.188290.193026.2log110 22 =-=--= å ii snBInx
Because ( )270.22
ox is lower than ( )( )81.7395.2
tx , it can be conclude that the
data are homogeneous
C. Hypothesis Testing
68
ANOVA Test (Multifactor Analysis of Variance)
Before the data are analyzed using ANOVA test, the data are
divided into four groups, they are: (1) The data of reading test of the
students or the group having high interest who are taught by using KWL
method (A1B1), (2) The data of reading test of the students or the group
having low interest who are taught by using KWL method (A1B2), (3) The
data of reading test of the students or the group having high interest who
are taught by using direct instructional method (A2B1), (4) The data of
reading test of the students or the group having low interest who are taught
by using direct instructional method (A2B2).
Table 9. Multifactor Analysis of Variance
METHOD KWL DIRECT
INSTRUCTIONAL
INTEREST
HIGH - 29 CELL 1 20
CELL 3
INTEREST 28 21
31 22 ∑Xr1
= 390
29 ∑X = 224 24
∑X = 166 Xr1 = 24,375
28 17 24 X = 28 20 X = 20.75 27 18 28 24
LOW - 18 CELL 2 16
CELL 4
INTEREST 19 18
17 16 ∑Xr2
= 306
21 ∑X =162 20
∑X = 144 Xr2 = 19,125
18 20
69
24 X = 20.25 17 X = 18 24 18 21 19
∑Xt = 696
TOTAL ∑Xc1 = 386 ∑Xc2 = 310 Xt = 21,75
Xc1 = 24,125 Xc2 = 19,375 ∑Xt2 = 15732
Table 10. The summary of a 2 x 2 multifactor analysis of variance
Summary ss df MS F0 Ft (0.05) Ft
(0.01) Between columns
(KWL) 180.5 1 180.5 35.343 4.20 7.64
Between rows (Learning Interest)
220.5 1 220.5 43.175
Column by rows (interaction)
50.0 1 50.0 9.790
Between groups
451.0 3 150.3
Within groups
143.0 28 5.107
Total
594.0 31
1. KWL method is more effective than Direct Instructional Method in the
teaching of reading.
F0 between columns (35.343) is bigger than Ft at the level of
significance α = 0.05 (4.20) and Ft at the level of significance α = 0.01
(7.64). The difference between column is significant. So the H0 hypothesis
is rejected. Because the effect of the two methods are not equal, so it can
be concluded that teaching reading using KWL method to the ninth grade
students at SMP Negeri 8 Probolinggo is significantly different from the one
70
using Direct Instructional Method. The Mean score of student taught using
KWL (24.125) is higher than the one of those taught using Direct
Instructional Method (19.375). In other words, teaching reading using
KWL method is more effective than the one using Direct Instructional
Method.
2. Students with high interest have better reading achievement than those
with low interest.
F0 between rows (43.175) is bigger than Ft at the level of significance
α = 0.05 (4.20) and Ft at the level of significance α = 0.01 (7.64). The
difference between rows is significant. So H0 is rejected . Because the
effects of the students having high learning interest taught using KWL
method and those having low learning interest are not equal, so it can be
concluded that students having high learning interest taught using KWL
method is significantly different from those having low learning interest.
The mean score of students having high learning interest (24,375) is higher
than the one of those having low learning interest (19.125). In other words,
reading achievement of the students having high learning interest is better
than the one of those having low learning interest.
3. KWL method is more appropriate used for students with high interest
while Direct Instructional Method is more appropriate for low interest
students.
F0 interaction (9.790) is bigger than Ft at the level of significance α
= 0.05 (4.20) and Ft at the level of significance α = 0.01 (7.64). Because F0
interaction is higher than Ft, so it can be concluded that there is interaction
71
effect between the two variables, teaching method and interest. In this case,
KWL method is more appropriate used for students with high interest while
Direct Instructional Method is more appropriate for low interest students.
From the hypothesis testing above can be seen that there is
interaction effect between the two variables, teaching method and interest, so
calculation must be continued to Tukey test. It shows as follows:
Table 11. Tukey test
MAIN EFFECT
KWL DIRECT SIMPLE EFFECT
(B1) INSTRUCTIONAL
(B2) HIGH - CELL 1 CELL 3
INTEREST
29
20
(A1) 28 21
31
22
29 24
28 ∑X = 224 17 ∑X = 166 ∑Xr1
= 497
24 X = 28 20 X= 20.75
Xr1 =
24,85
27 18
28
24
∑X1
2 =
6300 ∑X3
2 =
3490 LOW - CELL 2 CELL 4 INTERES
T 18
16
(A2) 19
18
17
16
21
20
18 ∑X = 162 20 ∑X = 144 ∑Xr2
= 306
24 X= 20,25 17 X= 18 Xr2 =
19.125
24
18
21
19
∑X2
2 = 3332
∑X42
= 2610 TOTAL ∑Xt 696
72
=
Xt = 17.4
∑Xc1 = 386
∑Xc2 = 310 ∑Xt2
= 15732
Xc1 = 24,125 Xc2 = 19,375
Based on the summary of Tukey test above, it can be concluded that:
1. KWL Method compared with Direct Instructional Method
From the computation above, it can be concluded that ( )41.8oq is higher
than ( )00.3tq .
Because oq between columns (8.41) is higher than tq (3.00), so the
difference between columns is significant. It can be concluded that that
teaching reading using KWL method to the third grade students at SMP
Negeri 8 Probolinggo significantly differs from the one using Direct
Instructional Method. The means score of students taught using KWL
Method (24.125) is higher than the one of those taught using Direct
Instructional Method (19.375). It means that teaching reading using KWL
method to the third grade students at SMP Negeri 8 Probolinggo is more
effective than the one using Direct Instructional Method.
2. KWL Method compared with Direct Instruction for students having
high English learning interest
41.8565.075.4
16/107.5
375.19125.24
/
21 ==-
=-
=nnceErrorVaria
XXq
cc
08.9799.025.7
8/107.5
75.2028
/
1211 ==-
=-
=nnceErrorVaria
XXq
rcrc
73
From the computation above, it can be concluded that ( )08.9oq is higher
than ( )26.3tq .
Because oq (9.08) between column for students having high learning
interest (9.08) is higher than tq (3.26), so the difference between column
for students having high learning interest is significantly different from the
one using Direct Instructional Method. The mean score of the students
having high learning interest taught using KWL (28) is higher than the one
of those taught using Direct Instructional Method (20.75). It means that
teaching reading using KWL to the ninth grade students having high
learning interest is more effective than the one using Direct Instructional
Method.
3. KWL Method compared with Direct Instruction for students having
low English learning interest
From the computation above, it can be concluded that ( )82.2oq is lower
than ( )26.3tq
Because oq (2.82) is lower than tq (3.265), so the difference between
column for students with low interest is not significant. It can be concluded
that teaching reading using KWL to the ninth grade students having low
learning interest is not significantly different from the one of those using
Direct Instructional Method. It means that students with low learning
interest will almost have the same result when they taught using both
method, KWL and Direct Instructional Method. D. Discussion of the Result of the Study and Implication
82.27987.0
25.2
8/107.5
1825.20
/
2122 ==-
=-
=nnceErrorVaria
XXq
rcrc
74
1. Discussion of the Result of the Study
This research is one of the efforts to generate some improvement in
teaching reading to the ninth grade students of the junior high school
students. It has been discussed in the previous chapter that KWL method is
one of the alternatives to obtain the intention. The following is the
elaboration discussions of the research findings.
a. KWL method is more effective than Direct Instructional Method.
Based on the findings of the study, the researcher draws a conclusion that
the implementation of KWL method is effective to help students in
improving their reading comprehension skill. Reading is usually considered
difficult by the learners. KWL is a teaching method that helps pupils
develop tactical ways to learn new material with the use of questioning and
accessing information from reliable sources. This method can be effective
in promoting independence in learning. The ages and stages of
development will determine the role the teacher plays in guiding pupils
through the KWL process. However, if the model is used for the first time,
it is highly recommended that the teacher directs the process and models
the steps (www.worksheetibrary. com/teachingtips/kwl.htm. Retrieved on
May 1st, 2009). The students have to be more active in the teaching and
learning process. On the contrary, Direct Instructional Method makes the
students depends on the teacher’s explanation and translation almost all the
times in reading class. The teacher will be engaged in many planning
decisions, such as deciding what he/she wishes to teach, and how he/she
75
will go about the reading process. They wait until all the words are
translated by the teacher to get the message of the text given to them. This
method does not promote achievement in creativity, thinking, and problem
solving. Therefore, KWL method is more effective than Direct
Instructional Method.
b. KWL method is more effective than Direct Instructional Method for
student having high interest.
Students with high interest tend to have better achievement concerning
with all educational activities. This method also maintains the academic
goal and elicits student’s prior knowledge of the topic of the text. It also
sets a purpose for reading and helps students to monitor their
comprehension. In other occasion, it allows them to asses their
comprehension of the text and provides opportunity for students to expand
ideas beyond the text. The students’ learning interest influences their
achievement in learning English. The students with high learning interest
are always active, creative, curios, having good participation in the
teaching and learning process. They have their own spirit to study for
gaining their best competency and skill. When teacher applies KWL in
teaching reading, the students can easily understand the material given by
the teacher and they are much more interested in learning. On the contrary,
students with low interest face problem with most of the academic
76
processes. The Students are difficult to maintain their interest in reading
passage, they get confused to recognize parts of speech through reading
passage, misplaced the correct part of speech in reading passage, some of
the them still get difficulty in finding the factual information, and still do
not know the meaning of each sentence. In relation with Reading, Jordan
(2006: 219) states that learning disabilities may interfere with the
acquisition and use of oral language, reading, written language and
mathematics. MacDonough and Shaw’s (1993:105) idea that good readers
can read the text using appropriate strategies according to purpose would
indicate the necessity of different kinds of reading. So the challenging
faced by the students with low interest are always the difficulties of
catching the meaning of the text. And it will direct continually if they do
not improve their skill by themselves. From other point of view, students
with high interest usually have certain learning strategy; therefore, they
have prepared the stages on their own pace to deal with learning. As the
result, their achievement can be improved optimally. Therefore, KWL
method is effective for student having high interest.
c. There is an interaction between teaching methods and learning interest.
The teaching method plays a very important role in the success of
teaching and learning process. It cannot be disclaimed that teaching
77
method which is used by the teacher in the class gives a big influence for
the success of the teaching and learning process. KWL method will
automatically force the students to be more active in acquiring the
academic content without neglecting their social and human relation with
other students unconsciously. The teacher’s goal in conducting the
classroom is not only concerned with teaching academic content but also
making students develop their critical thinking in their life. KWL method
will also make the students more interested in joining the teaching and
learning process especially in reading. Referring to Kartini Kartono
(1990: 56) interest relates tightly to personality and always includes
factors of affective, cognitive, and ability affect one’s interest. Interest
determine one’s success. It can be stated that interest has an important
role in influencing learning activity which includes emotion, attention,
satisfaction, motivation, and pleasure. If the students have high level of
interest they will have high interest in reading many texts that the teacher
gives to them. This method can be effective in promoting independence
in learning. The ages and stages of development will determine the role
the teacher plays in guiding pupils through the KWL process. In other
words, KWL method is more effective used for student having high
interest in teaching reading.
The other technique, Direct Instructional method is less appropriate
for students with high interest to improve their reading competence.
Direct Instructional Method is more effective for the students having low
78
interest because in this method the teacher always help the students to
comprehend the text. The teacher usually translates word by word,
sentence by sentence to help the students understand the text. The teacher
gives explanation in the straightforward way and gives feedback and
direct correction for the students mistakes. It is an accordance with the
characteristics for the students having low interest. The students are
passive in the class and they just become the followers in the teaching
and learning process. Briefly, it can be concluded that there is an
interaction between teaching method and the degree of interest.
2. Implication
The result of this research indicates that using KWL method of
teaching reading to the ninth grade students of SMP Negeri 8 Probolinggo
at 2009-2010 academic year is an effective teaching method. Since the
method is applied in teaching, the students are getting more active in the
teaching learning process. It means that using KWL method in the teaching
and learning process can improve the students’ interest toward learning.
When the students’ learning interest is high, their achievement will
certainly improve significantly. That’s why it can be said that there is a very
close interaction between KWL method and students learning interest.
From the summary of multifactor analysis of variance, it has been
proved that (1) KWL method is more effective than Direct Instructional
79
Method for teaching reading to the ninth grade students of SMP Negeri 8
Probolinggo in 2009-2010 academic year; (2) The reading achievement of
the students with high learning interest is better than the one of those with
low learning interest; (3) There is interaction between teaching method and
learning interest. In other words, it implies that KWL method are one of the
other teaching method that can be applied to increase students learning
interest in the teaching and learning process. Therefore, KWL method can
expectively be applied as teaching method to increase student’s interest
toward learning English in other classes to the different students with
similar condition.
E. Limitation of Research
This research is presented to fulfill one of requirements to achieve
Graduate Degree of English Education at Sebelas Maret University. It has
been done for more than a year from January 2009 till March 2010 starting
from observation, writing the research proposal, up to the last activity that
is writing the research report. The researcher expects that the result of the
research will be the best research about education and useful for teachers
and next researcher as reference.
The researcher has made serious efforts to do this, but because of
the limitation of time and cost of the researcher, this work may not fulfill
ideal expectation for the reader yet. Therefore, in this occasion researcher
presented the thesis as source of knowledge especially in English
education and hope that this research will be perfected by next researcher.
80
CHAPTER V CONCLUSION AND SUGGESTION
As the closing chapter of this research report, this chapter discusses the
conclusion and suggestion for teachers, students, and other researchers based
on the finding of the research discussed on the previous chapter.
A. Conclusion
Referring to the result of the data analysis discussed in chapter IV,
it can be concluded that:
1. KWL method is more effective than Direct Instructional Method to
teach reading for ninth grade students of SMP Negeri 8 Probolinggo in
2009/2010 academic year.
2. The achievement of students of the ninth grade students of SMP Negeri
8 Probolinggo in 2009/2010 academic year having high learning interest
is better than the one of those having low learning interest.
3. There is an interaction between teaching methods and learning interest
in teaching reading for the ninth grade students of SMP Negeri 8
Probolinggo in 2009/2010academic year.
Based on those three findings, the conclusion is that KWL method is an
effective teaching method for teaching reading to the ninth grade students of
SMP Negeri 8 Probolinggo. Since KWL method is simple and arousing
students’ creativity in promoting independence in learning, students are getting
81
more active and more encouraged to study reading and improve their reading
skills. As a result, the students’ reading achievement is improved optimally.
B. Suggestion
In the term of research finding, the writer would like to offer three
kinds of suggestions, that is, suggestions for teachers, students and the
following researcher as follows:
1. Suggestion for the teachers
The teacher must have preparations before teaching reading
comprehension. To raise the students’ interest in studying English, the
teacher can apply KWL method in teaching reading so that the students
will be much more interested in learning English and they will enjoy
learning English. The more students enjoy learning English, the more
easily understand the reading text given. In such kind of class milieu, the
teachers can easily conduct teaching and learning activities. Therefore, it is
better for teachers to apply KWL method in the teaching and learning
process as one of the choice.
2. Suggestion for the students
82
The KWL method is taken from many methods of teaching reading.
The students will surely be interested in teaching and learning process because
they feel that they can understand the reading text better. They can easily
understand and discuss the reading text given in the class. Besides, they can
improve their own comprehension during teaching and learning process by
applying the method wherever and whenever they read English text.
3. Suggestion for the following researcher
The benefits of this study for other researchers are as follows:
a. A similar research with different population and characteristics can be held
in the future.
b. An imitation of this research design can be used by the following research
as reference.
c. The result of the research could be useful for other researchers to conduct
research with different students’ condition like students’ motivation or
habit.
85
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