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THE EFFECTIVENESS OF INQUIRY-BASED TEACHING

IN TEACHING READING VIEWED FROM

STUDENTS’ SELF- ACTUALIZATION

(An Experimental Research in the Eleventh Grade Students of SMA Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012)

THESIS

Submitted to the Graduate School of Sebelas Maret University

as a Fulfillment of the Requirements for Achieving

the Graduate Degree of English Education

By:

Dwi Cahyono S891008019

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

SEBELAS MARET UNIVERSITY

SURAKARTA

2012


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ABSTRACT Dwi Cahyono. S891008019. “THE EFFECTIVENESS OF INQUIRY-BASED TEACHING IN TEACHING READING VIEWED FROM STUDENTS’ SELF- ACTUALIZATION (An Experimental Research in the Eleventh Grade Students of SMA Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012)”, English Education Department, Graduate School, Sebelas Maret University, Surakarta 2012. Consultant: 1) Dr. Abdul Asib, M.Pd, 2) Drs. Martono, M.A.

The purposes of the research are: (1) Inquiry-Based Teaching more effective than Grammar Translation Method in teaching reading in the eleventh grade students of SMA Muhammadiyah 1 Sragen in the academic year of 2011/ 2012; (2) the students with high Self-actualization have better comprehension in reading than the students with low Self-actualization; (3) there is any interaction between teaching methods and the students’ Self-actualization in teaching reading in the Eleventh Grade Students of SMA Muhammadiyah 1 Sragen in the academic year of 2011/ 2012.

This experimental research was conducted at SMA Muhammadiyah 1 Sragen in the academic year of 2011/ 2012. The population of this research is the eleventh grade students. The number of population is 267 students coming from eight classes. The sample was taken by using cluster random sampling. The samples are XI IPA 1 as the experimental class and XI IPA 3 as the control class. The number of students of each class is 32 students, so there are 64 students used as sample. The writer used normality test, homogeneity test in order to check whether the sample was in normal distribution and homogeny or not.

The instruments used to collect the data are reading test and questionnaire of self-actualization. Before the instruments were used, a try out was done to know validity and reliability of self-actualization questionnaire and validity and reliability of reading test. The research findings show: 1) IBT is more effective than GTM in teaching reading. The mean of students’ reading score of the students who are taught by IBT is 74.84 while the mean score of the students who are taught by GTM is 70.67; 2) The students having high self-actualization have better reading skill than those having low self-actualization. The mean of students’ reading score of the students who have high self-actualization is 77.39 whereas the mean score of the students who have low self-actualization is 64.11; 3) There is interaction between teaching methods and students’ self-actualization. The result of ANOVA shows that Fo (28.72) > Ft (0.05) (4.17), and the result of Tukey test shows that IBT is more effective to teach reading for students having high self-actualization, whereas, GTM is more effective to teach reading for students having low self-actualization.

Based on the research findings, it can be concluded that IBT is an effective teaching method to teach reading. The effectiveness of IBT depends on the degree of students’ self-actualization. In order to get maximum result on students’ reading skill, English teachers are suggested to apply IBT by considering students’ characteristics especially based on their degree of self-actualization. Key words: Reading, Inquiry-Based Teaching, Grammar Translation Method,

Self-Actualization.


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ACKNOWLEDGEMENT

Praise to Allah SWT, the Lord of the world, thanks for blessing, inspiration,

and everything given to the writer in completing his study. Peace and blessing on

the Messenger of Allah, Muhammad the prophet. This thesis cannot be finished

without the help from other people. Therefore, he would like to express his

appreciation and gratitude to:

1. The Director of Graduate School of Sebelas Maret University for giving his

permission to write this thesis.

2. The Head of English Education Department of Graduate School of Sebelas

Maret University who has given his support and guidance for writing this

thesis.

3. Dr. Abdul Asib, M. Pd., the first consultant for his patience in providing

valuable, continuous and careful guidance, indispensable helpful correction,

suggestion and advice.

4. Drs. Martono, M.A, the second consultant for his patience in giving guidance

and feedback to the writer to the perfection of this thesis.

5. Bpk Mustofa, S. Pd, the headmaster of SMA Muhammadiyah 1 Sragen who

has given his permission to carry out the research in the school.

6. All the lecturers of English Education Department of Graduate School of

Sebelas Maret University who had taught and guided him patiently during the

years of his study.

7. His beloved parents who always support and pray for his success and his

siblings who always motivate him.

8. All of his friends and all of people who might not be mentioned individually

here.

Finally, the writer has a great expectation that his research will be

beneficial and useful for anyone who is interested in reading this thesis.

Surakarta, June 2012

Dwi Cahyono


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MOTTO AND DEDICATION

“Jadilah seperti karang di lautan yang kuat dihantam ombak dan kerjakanlah

hal yang bermanfaat untuk diri sendiri dan orang lain, karena hidup hanyalah

sekali. Ingat hanya pada Allah apapun dan di manapun kita berada kepada

Allah-lah tempat meminta dan memohon”

This thesis is dedicated to:

My beloved parents

My lovely siblings

My lovely Niece

My beloved friends


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PRONOUNCEMENT

This is to certify that I myself write this thesis, entitled “THE

EFFECTIVENESS OF INQUIRY-BASED TEACHING IN TEACHING

READING VIEWED FROM STUDENTS’ SELF- ACTUALIZATION (An

Experimental Research in the Eleventh Grade Students of SMA

Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012)”. It is not a

plagiarism or made by others. Anything related the other’s work is written in

quotation, the source of which is listed on the bibliography. If then this

pronouncement proves wrong, I am ready to accept any academic punishment,

including the withdrawal or cancellation of my academic degree.

Surakarta, July 2012

Dwi Cahyono S891008019


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TABLE OF CONTENT

TITLE ............................................................................................................. i APPROVAL ................................................................................................. ii LEGITIMATION ......................................................................................... iii ABSTRACT ................................................................................................... iv ACKNOWLEDGMENT ............................................................................. v MOTTO ......................................................................................................... vi PRONUNCEMENT ..................................................................................... vii TABLE OF CONTENTS ............................................................................ viii LIST OF FIGURES...................................................................................... xii LIST OF TABLES........................................................................................ xiii LIST OF APPENDICES ............................................................................. xiv

CHAPTER I INTRODUCTION

A. Background of the Research ...................................... 1 B. Problem Identification ................................................ 7 C. Problem Limitation .................................................... 7 D. Problems Statement .................................................... 7 E. Objective of the Study ................................................ 8 F. Benefit of the Study .................................................... 8

CHAPTER II LITERATURE REVIEW

A. Reading........................................................................ 10 1. The Nature of Reading ......................................... 10 2. Reading Comprehension ...................................... 12 3. Skill of Reading Comprehension ........................ 13 4. Strategies of Teaching Reading Comprehension 16 5. Teaching Reading Skill in EFL class .................. 19 6. Difficulties in Teaching Reading......................... 21

B. Inquiry-Based Teaching ............................................. 22 1. The Nature of Inquiry-Based Teaching .............. 22 2. The Advantages of Inquiry-Based Teaching ...... 29 3. The Disadvantages of Inquiry-Based Teaching . 31 4. Stages of Inquiry-Based Teaching ...................... 31

C. Grammar Translation Method ................................... 33 1. The Nature of Grammar Translation Method ..... 33 2. Characteristics of Grammar Translation Method 35 3. Techniques of Grammar Translation Method .... 35 4. The Advantages of Grammar Translation

Method .................................................................. 36 5. The Disadvantages of Grammar Translation

Method .................................................................. 37


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6. The Steps in Teaching Reading Class Using Grammar Translation Method ............................. 40

D. Teaching Reading Using Inquiry-Based Teaching Compared to Grammar Translation Method ............. 41

E. Self-Actualization ....................................................... 42 1. The Concept of Self-Actualization ...................... 42 2. Factors Influencing Self-Actualization ............... 45 3. The Importance of Self-Actualization................. 46 4. Characteristics of Self-Actualized Person .......... 47 5. Common Traits Amongst People Who Have

Reach Self-Actualization ..................................... 48 6. Five Sets of Need (Psychological Aspect) .......... 49 7. Elements of Self-Actualization............................ 49

F. Review of Related Research ...................................... 50 G. Rationale ..................................................................... 53

1. The Difference Between Inquiry-Based Teaching with Grammar Translation Method in Teaching Reading ................................................. 53

2. The Differences in Reading Achievement Between the Students Having High Self-actualization and Low Self-actualization ............ 54

3. The Interaction Between Teaching Method and the Students’ Self-actualization in Teaching Reading ................................................................. 55

H. Hypothesis................................................................... 56

CHAPTER III RESEARCH METHODOLOGY

A. The Place and Time of the Research ......................... 57 B. Research Design ......................................................... 58 C. Research variable ........................................................ 58 D. Population, Sample, and Sampling............................ 59

1. Population ............................................................... 59 2. Sample .................................................................... 59 3. Sampling Technique .............................................. 60

E. Technique of Collecting the Data .............................. 60 1. Validity ................................................................... 62 2. Reliability ............................................................... 63

F. Technique of Analyzing the Data .............................. 64 1. ANOVA .................................................................. 65 2. Tukey Test .............................................................. 68

G. Statistical Hypotheses ................................................ 69

CHAPTER IV THE RESULT OF THE RESEARCH

A. Data Description ......................................................... 71 B. Normality Test ............................................................ 80 C. Homogeneity Test....................................................... 81


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D. Hypothesis Test .......................................................... 82 1. Summary of ANOVA .......................................... 82 2. Summary of Tukey ............................................... 84

E. Discussion ................................................................... 88

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion .................................................................. 93 B. Implication .................................................................. 94 C. Suggestion ................................................................... 95

BIBLIOGRAPHY......................................................................................... 97

APPENDICES ............................................................................................. 101


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LIST OF FIGURES

Figures Page

Figure 2. 1 Inquiry model 5 steps .......................................................................... 22

Figure 2. 2 Inquiry model 6 steps .......................................................................... 25

Figure 4. 1 Histogram and Polygon of Data A1B1................................................ 72




Figure 4. 5 Histogram and Polygon of Data A1 .................................................... 76

Figure 4. 6 Histogram and Polygon of Data A2 .................................................... 77

Figure 4. 7 Histogram and Polygon of Data B1 .................................................... 78

Figure 4. 8 Histogram and Polygon of Data B2 .................................................... 79


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LIST OF TABLES

Table Page

Table 3. 1 Research Frame ................................................................................... 57

Table 4. 1 Frequency Distribution of Data A1B1 ................................................ 72




Table 4. 5 Frequency Distribution of Data A1..................................................... 76

Table 4. 6 Frequency Distribution of Data A2..................................................... 77

Table 4. 7 Frequency Distribution of Data B1 ..................................................... 78

Table 4. 8 Frequency Distribution of Data B2 ..................................................... 79

Table 4. 9 The Result of Normality Test ............................................................. 80

Table 4. 10 The Result of Homogeneity Test........................................................ 81

Table 4. 11 The Summary of ANOVA 2x2........................................................... 82

Table 4. 12 The Mean Score of ANOVA .............................................................. 83

Table 4. 13 The Result of Tukey Test.................................................................... 85


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LIST OF APPENDICES

Appendix 1 Lesson Plan of Inquiry-Based Teaching (cycle 1-8) ......................... 102

Appendix 2 Lesson Plan of Grammar Translation Method (cycle 1-8) ............... 149

Appendix 3 Blue print of questionnaire for Self-Act (T-O).................................. 188

Appendix 4 Instrument of Self-Act (T-O) .............................................................. 189

Appendix 5a the result of validity and reliability of Self-Act (T-O) ...................... 193

Appendix 5b the result of validity and reliability of Self-Act (after T-O)............. 204

Appendix 6 Blue print of questionnaire for Self-Act (after T-O) ......................... 213

Appendix 7 Instrument of Self-Act (after T-O) ..................................................... 214

Appendix 8 Blue print of reading test (T-O) .......................................................... 218

Appendix 9 instrument of reading test and answer key (T-O) .............................. 219

Appendix 10a the result of validity and reliability of reading test (T-O) .............. 231

Appendix 10b the result of validity and reliability of reading test (aft T-O)......... 239

Appendix 11 blue print of reading test (after T-O) ................................................. 245

Appendix 12 instrument of reading test (after T-O) ................................................ 246

Appendix 13 the tabulation of Self-Act score and reading score ........................... 256

Appendix 14 mean, mode, median, standard deviation .......................................... 257

Appendix 15 normality test ....................................................................................... 279

Appendix 16 homogeneity test.................................................................................. 293

Appendix 17 ANOVA ............................................................................................... 296

Appendix 18 Tukey test ............................................................................................ 300


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CHAPTER I

INTRODUCTION

A. Background of the Study

Being able to read in English is very important as it is known that

success in reading is the most necessary because it is a basic tool of

education. All the subjects in Elementary School such as mathematics,

science, language, and others depend on the ability to read. In high school and

college, reading ability becomes even more important. Through reading the

reader acquires new ideas, obtain needed information, seek support for ideas

and broaden interest. The reader can also get the message that the writer had

expressed.

In general, the purposes of reading can be reading to search for simple

information, for skimming, scanning, learning from texts, integrating

information, writing, critique texts, and general comprehension (Grabe and

Stoller, 2002: 16). The other purposes can be reading for pleasure such as

reading a novel, reading for getting information such as reading newspaper,

reading for getting knowledge such as reading secondary book or journal, and

the last reading for curiosity such as reading a guide book (Cross, 1995: 255).

Besides, reading is essential skill for learners of English as a second

language. For learners it is the most important skill to master in order to

ensure success not only in learning English, but also in learning any content

subjects in where reading is required. In short, with the strengthened reading


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skill, learners will make greater progress and development in all other areas of

learning (Nunan, 2003: 69). By reading the students can get some information

and knowledge. Through reading the students can meet and become familiar

with the new grammar structures and in the same time they can widen their

vocabularies.

Related to the reading skill as English school subject, Pemendiknas

(2007: 14) states that the competence standard of reading at the first semester

of the second year students in Senior high school is as follows:

Competence standards (5): Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. Basic competence (5.3): Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

In Senior High School, the students' reading skill is very crucial thing.

There are many materials presented in the form of many texts. The teacher can

use those texts to teach many topics to be discussed. Reading skill is also

important to help the students to understand many tests that are usually used to

measure their ability such as mid-test and final-test in which most of the

questions are in the form of reading text. The students are able to understand

in determining main idea of the text, finding the writer purpose, finding

reference of the text, finding explicit and implicit information, and finding

meaning of word (vocabulary).

The factors influencing learning can be classified into two kinds. They

are external factors and internal factors (Suryabrata, 2002: 233). External

factors can be classified into two groups: social and nonsocial factors. Social


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factors can come from the students themselves and non social factors can be

the place or location, the weather, and time when the learning process

happens.

Internal factors can also be classified into two groups. They are

physical factors and psychological factors. The physical factors include the

function of certain organs that students have. The psychological factors can be

the students' self-actualization.

The teacher's models to teach reading are also other factors that arise in

this case. Any given model/ techniques, practices, or procedure are likely to

work better, hence the teacher of reading must have a variety of approaches

(Heilman 196l: 9). Many teachers still use Grammar Translation Method to

teaching reading. This model makes the teacher as the center of the teaching

and learning process. The teacher discusses the text by translating word by

word. All the activities in class are under the teacher's direction and are

usually done individually. These activities make the students get bored in

joining the teaching learning process.

The teaching methods which is going to be used to teach the first

semester of the Eleventh Grade students of SMA Muhammadiyah 1 Sragen

are Inquiry-Based Teaching (Experimental Class) and Grammar Translation

Method (control Class).

According to Alberta (2004) that “Inquiry is the dynamic process of

being open to wonder and puzzlements and coming to know and understand

the world”. Inquiry-based Teaching is a process where students are involved


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in their learning, formulate questions, investigate widely and then build new

understandings, meanings and knowledge.

Inquiry-based Teaching provides opportunities for students to develop

their reading skill that they will need all their lives. Learn to cope with

problems that may not have clear solutions, deal with changes and challenges

to understandings, shape their search for solutions, now and in the future. A

systematic approach to the development of these skills is essential to prepare

students for problem solving and lifelong learning. A systematic approach

ensures that students have the opportunity to engage in inquiry, to learn an

overall process and to understand that this general inquiry process can be

transferred to other inquiry situations.

The grammar translation method is known as one of the more

traditional methods of language learning. It has been used in the past to teach

"dead" languages, like Greek and Latin, which focused more on reading and

interpreting and little on communicating and listening skills (Kara, 2007).

In ESL, the grammar translation method focuses heavily on the

specific rules of English grammar, directly translating words and phrases from

the student's native language into English using vocabulary lists and rote

memorization. In this method, the written, literary English language is more

important than spoken English, with reading and writing taking top priority,

and with accuracy in grammar taking precedent over fluency.

According to Orrieux (1989) that “Latin and Ancient Greek are known as

“dead languages”, based on the fact that people no longer speak them for the


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purpose of interactive communication. Yet they are still acknowledged as

important languages to learn (especially Latin) for the purpose of gaining

access to classical literature, and up until fairly recently, for the kinds of

grammar training that led to the “mental dexterity” considered so important in

any higher education study stream.” Morris (1996: 12) states “Latin has been

studied for centuries, with the prime objectives of learning how to read

classical Latin texts, understanding the fundamentals of grammar and

translation, and gaining insights into some important foreign influences Latin

has had on the development of other European languages. The method used to

teach it overwhelmingly bore those objectives in mind, and came to be known

as the Classical Method. It is now more commonly known in Foreign

Language Teaching circles as the Grammar Translation Method (Larsen-

Freeman, Diane. 1986).

In the field of language teaching, the differences among the students

show the students’ different learning achievement. It is important for the

teachers to realize that their students have different strengths. Larsen and

Freeman (2000: 169) imply that some students are better visual learners than

aural learners. Their learning is better when they are able to read the material

rather than simply listen to it. Forest (1987) identified and found that reading

increase some dimensions of self-actualization.

Self-actualization is reached when all needs are fulfilled, in particular

the highest need. Because of the positive feedback, self-actualization is not a

fixed state, but a process of development which does not end. The word


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derives from the idea that each individual has a lot of hidden potentialities:

talents or competences he or she could develop, but which have as yet not

come to the surface. Self-actualization signifies that these potentialities of the

self are made actual, are actualized in a continuing process of unfolding.

Students' reading comprehension influenced by their self-actualization.

Self-actualization is the tendency to actualize, as little as possible, individual

capacities in the world. According to Maslow (1954) defines self-actualization

as the desire for self-fulfillment, namely the tendency for him (the individual)

to become actualized in what he is potential. This tendency might be phrased

as the desire to become more and more comprehend in reading, to become

everything that one is capable of becoming. Based on these definitions, it can

be stated that self-actualization is driving life that will ultimately lead to

maximize one's abilities in reading.

Starting from the above condition, the writer wishes to investigate

about Inquiry-Based Teaching method to teach reading viewed from students'

self-actualization. Thus, the researcher will conduct a research entitled: The

Effectiveness of Inquiry-Based Teaching In Teaching Reading Viewed From

Students’ Self-Actualization (An Experimental Research in the Eleventh

Grade Students of SMA Muhammadiyah 1 Sragen in the Academic Year of

2011/ 2012).


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B. Problem Identification

1. Why is it difficult for the students to learn reading?

2. How can Inquiry-Based Teaching method help the students understand a

text?

3. How can Grammar Translation Method help the students understand a

text?

4. How can the students with high Self-Actualization get better

comprehension in reading than the students with low Self-Actualization?

C. Problem Limitation

Questions arisen from problem identifications will be limited to the

problems which are supposed to influence students’ reading comprehension;

they are the teaching methods (Inquiry-Based Teaching and Grammar

Translation Method) and students’ Self-Actualization.

D. Problem Statement

From the background of the study, problem identification, and problem

limitation, there are three problems that are formulated:

1. Is Inquiry-Based Teaching more effective than Grammar Translation

Method in teaching reading in the Eleventh Grade Students of SMA

Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012?

2. Do the students with high Self-Actualization have better comprehension in

reading than the students with low Self-Actualization?


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3. Is there any interaction between teaching methods and the students’ Self-

Actualization in teaching reading?

E. Objectives of the Study

The objectives of the study are to find out:

1. Whether Inquiry-Based Teaching more effective than Grammar

Translation Method in teaching reading in the Eleventh Grade Students of

SMA Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012;

2. Whether the students with high Self-Actualization have better

comprehension in reading than the students with low Self-Actualization;

3. Whether there is any interaction between teaching methods and the

students’ Self-Actualization in teaching reading.

F. Benefit of the Study

1. For Researcher

It is expected that the teacher will get more information about one of the

appropriate teaching method, in this case is inquiry-based teaching. So the

teacher is hoped to create an interesting teaching learning process by using this

method. Then, the data of the research are also very useful for the teacher. It will

help the teacher to identify the students’ difficulties in reading and also find the

students who need more guiding. Then, the teacher can take some correct

problems solving from those problems.


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2. For students

It is expected that the result will give motivation to the students to be

more maximize their self-actualization and better in reading mastery. Through

inquiry based teaching, students are expected to have good enrichment in their

reading and also the changes of behavior during teaching learning process.

It is expected that the information of the result will be very useful for

getting success in teaching learning process, so the quality of teaching learning

process can be increased. The result of the research is also hoped to improve

students’ achievement in English lesson standard.

3. For other researchers

It is expected that the result of the researcher can give more information

for getting the better research. The quality of this research can increase and

become useful for the development of the research.


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CHAPTER II

REVIEW OF RELATED LITERATURE

A scientific framework needs some theories that support the fundamental

thought. In accordance with the topic which will be discussed in the thesis, this

chapter presents theoritical descriptions underlying the research, rationale, and

hypotheses.

A. Reading

1. The Nature of Reading

Reading is an active process to get information, ideas, and facts

from the text. In the academic field, teachers and students are required to

read a lot of information for the process of transferring knowledge. By

reading, it is expected that they are able to extract the ideas conveyed in

their reading textbooks.

People read for different purposes. According to Nutall (1989: 5) it

is accepted that the way people read is influenced by their purpose in

reading. People read to get something from the writing such as facts, ideas,

and enjoyment. People also read to connect the ideas on the page to what

we already know. When the teacher trains the students to read, one of the

functions of the teacher is not only to persuade them of the advantages of

skimming and scanning, but also to make them see that the way they read

is vitally important.


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Grabe and Stoller (2002: 187) point out that 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

constrains.

Burn, Roe, Ross (1984) state that reading is a thinking process. The

process of recognizing words requires interpretation of graphic symbols to

understand the figurative language, determine the authors purpose, to

evaluate the ideas presented, and apply the ideas to the actual situation.

Good reading competence requires many components. The

students have some indicators that can be indicate their reading

competence such as : understanding reference in the reading text,

understanding kinds of paragraph development, understanding the

message of the story, understanding topic sentence, understanding the tone

(of emotion) of the text, understanding vocabulary, understanding logical

inference, distinguishing between general idea and topic sentence, making

accurate prediction, making restatement, and understanding grammar

(Bermuister, 1974: 83).

Hafner and Jolly in burns, et al,, 1984: 27) reading is a process of

looking at written language symbols, converting them into overt and

convert speech symbols, and manipulating them so that both overt explicit

and implicit information intended by the author can be understood..


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Based on the explanation above, researcher can conclude that

reading is the cognitive process to getting meaning (the message), finding

and informing main ideas, determining the authors’ purpose, finding

explicit and implicit information, understanding reference in the reading

text, and understanding vocabulary.

2. Reading Comprehension

Reading comprehension is an interactive process between the

writer and reader, with the expression and reception of meaning as the

primary goal of both parties. A writer expresses his or her thoughts, ideas

and feelings via the written word, and hopefully, this writing effectively

expresses this intended message to a reader. The reader should actively

think about what they are reading for, during reading, and after the act of

reading.

Heilman (1981: 237-246) states that comprehension is a

multifaceted process affected by variety of factors. Davis in Heilman

(1981: 241) states five comprehension skills: (1) recalling word meaning

(vocabulary knowledge); (2) drawing inferences from context; (3)

following the structure of passage; (4) recognizing a writer’s purpose,

attitude, tone, mood; and (5) finding answers to questions answered

explicitly.

According to Nunan (1991: 81), reading comprehension by

definition refers to a process that involves actively constructing meaning


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among the parts of the text and personal experience. There is a

"construction process" in comprehension because it involves all of the

elements of the reading process working together as a text is read to create

a representation of the text in the reader's mind.

Furthermore, Nutall (1982: 2) defines reading comprehension as

understanding, interpreting, decoding, and identifying meaning of words

in written text. Constructing meaning from the text is the main objective of

reading comprehension activity. McNeill (1992: 55) adds that the things

such as decoding ability, knowledge of the vocabulary presented,

familiarity with the concept and cognitive development are factors which

effect reading comprehension.

3. Skills of Reading Comprehension

Reading every word of a text is not always necessary in the reading

activity. Spending too much time on individual words can distract one's

understanding of the text being read.

Alexander (1998: 279) states that skills of reading comprehension

include:

a. Finding the main ideas

Finding main ideas is a skill which attempts to get a global

understanding of the text. Comprehending main ideas has been

considered important to the comprehension process. Techniques to


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find the main ideas are various. These most often involve

summarization or searching for key word and topic sentence.

b. Remembering details

Remembering details is skill which requires a reader to

remember specific or detailed information in the text. The specific or

detailed information may refer to the name of a person, date of a day

and a place. Reading for details can be developed through some of the

questioning procedures.

c. Recognizing sequence

Recognizing sequence is the ability to note the order or a

sequence of events to grasp the cause-effect relationship involved and

to anticipate the rest of the story in the text.

d. Following direction

Following directions is a skill to find out how to do things

through printed direction. These printed directions can help a reader to

know how to do something. In printed directions we need to be able to

read carefully and accurately and to follow a series of directions

precisely in correct order.

e. Summarizing and organizing information

Summarizing and organizing information is a skill of a reader

to sum up and organize the information in the text. It can be stated by

recognizing what the author wants to say, think out the order,

sequence, relative importance, and the interrelatedness of the specific


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ideas which are intended to convey, and plans of the exposition

accordingly.

f. Generalizing

It is the skill of a reader to generalize information in the text.

The ability to generalize is usually related to higher-level

comprehension.

g. Predicting outcomes

Predicting outcomes is a skill of a reader to predict the text to

follow or what the end of the text will be. One of the most common

techniques is to stop children before they finish reading a story and

have them suggest how the story or text could end. All these skills play

important roles in order to assist a reader to be able to determine the

particular skills to be used in comprehending a written text on the basis

of appropriate context.

Based on the theories about reading comprehension above, it can

be concluded that reading comprehension is a multifaceted process that

involves actively to constructing meaning, understanding, decoding, and

identifying meaning of words in written text. Reading comprehension

covers the ability in identifying meaning of words or vocabulary items,

understanding inference, understanding references, finding the specific

information, and finding main ideas of the text being read.


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4. Strategies of Teaching Reading Comprehension

Brown (2001: 307) proposes ten strategies for reading

comprehension that can be applied in the classroom techniques, namely:

a. Identify the purpose in reading

Efficient reading consists of clearly identifying the purpose in

reading something. By doing so, students know what they are looking

for and can weed out potential distracting information. In short

students should know their purpose in reading something.

b. Use graphic rules and patterns to aid in bottom-up decoding (especially

for beginning level learners).

At the beginning level of learning English, one of the

difficulties students encounter in learning to read is making the

correspondences between spoken and written English. In many cases,

students have become acquainted with oral language and have some

difficulties learning English spelling convention. They may need hints

and explanations about certain English orthographic rules and

peculiarities.

c. Use efficient silent reading techniques for relatively rapid

comprehension (for intermediate to advanced levels).

When teaching beginning level of students, the particular

strategy will not apply because they are still struggling with the control

of a limited vocabulary and grammatical pattern. The intermediate-to-


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advanced level students need not be speed-readers, but they can

increase efficiency by applying a few silent reading rules.

d. Skim the text for main ideas.

Perhaps the two most valuable reading strategies for students

are skimming and scanning. Skimming consists of quickly running

one's eyes across a whole text for its gist. Skimming gives readers the

advantage of being able to predict the purpose, the main topic, or

message and possibly some of the developing or supporting ideas.

e. Scan the text for specific information

The second in the most valuable category is scanning or

quickly searching for some particular piece or pieces of information in

a text. Scanning exercises may ask students to look for names or dates,

to find a definition of a key concept, or to specific information without

reading through the whole text. For academic English scanning is

essential.

f. Use semantic mapping or clustering

Readers can easily be overwhelmed by a long string of ideas or

events. The strategy of semantic mapping, grouping ideas into

meaningful clusters, helps the reader to provide some order to the

chaos. Making such semantic maps can be done individually, but they

make for a productive group work techniques as students collectively

induce order and hierarchy to a passage.


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g. Guess when you aren't certain

This is an extremely broad category. Students can use guessing

to their advantage to guess the meaning of a word, a grammatical

relationship, discourse relationship, and infer implied meaning, a

cultural reference, and content message.

h. Analyze vocabulary

One way for learners to make guessing pay off when they don't

immediately recognize a word is to analyze it in terms of what they

know about it. The techniques that may be applied are to look for

prefixes that may give clues, to look for suffixes that may indicate

what part of speech it is, to look for root that is familiar, to look for

grammatical contexts that may signal information and to look at the

semantic context (topic) for clues.

i. Distinguish between literal and implied meaning.

This requires the application of sophisticated top-down

processing skill. The fact that not all language can be interpreted

appropriately by attending to its literal, syntactic surface structure

makes special demands on readers. Implied meaning usually has to be

derived from processing pragmatic information.

j. Capitalize on discourse markers to process relationships

Many discourse markers in English signal relationship among

ideas as expressed through phrases, clauses, and sentences. A clear


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comprehension of such markers can greatly enhance students reading

efficiency.

5. Teaching Reading Skills in English Foreign Language Class

According to Nuttal (1982: 3), it is accepted that the way people

read is influenced by their purpose in reading. People read to get

something from the writing such as facts, ideas, and enjoyment. If none of

the purposes are written in the foreign language, it may be unnecessary for

us to read in the foreign language at all.

Furthermore, Bum et al. (1996: 5) state that the ability to read is

vital to functioning effectively in a literate society such as ours.

Consequently, teachers must show students that being able to read is

rewarding in many ways, for example, telling the students that reading

increases success in school, helps in coping with everyday situations

outside school, and provide recreation. Children are motivated by the

expectation that they will receive these rewards, which then provide

reinforcement to continue reading.

Nuttal in Martani (2009: 13-14) mentions two approaches to

teaching reading, a top-down and a bottom-up approach.

a. The top-down approach

“The top-down approach is the approach to reading in which one can make predictions based on the shemata s/he has acquired – to understand the text. The kind of processing is used when one interprets assumptions and draws inferences. The top-down approach gives a sense of perspective and makes use of all that the


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reader brings to the text: prior knowledge, common sense, etc, which have sometimes been undervalued in the reading class.” In short, the top-down approach deals with the involvement of the

reader’s background knowledge and experience. They enable the reader

to predict the writer’s purpose and interpret the difficult parts of the text.

This leads the reader to understanding.

b. The bottom-up approach

“The bottom-up approach is the approach to reading in which the reader builds up a meaning from the black marks on the page: recognizing letters and words, working out sentence structure. The scientist develops a detailed understanding of that one little area (which might represent a sentence in the text), so that their effects on one another can be recognized. In the other words, bottom-up and top-down are used to complement each other.” The bottom-up approach is used when the reader is not sure

whether the provided message is the writer’s intension. Lack of

knowledge and different perspective can make the reader confused.

Therefore, the reader has to examine the words and the sentence structure

to make sure that s/he understands the text.

c. The interaction of top-down and bottom-up processing

”in practice a reader continually shifts fro one focus to another, now adopting a top-down approach to predict the probable meaning, then moving to the bottom-up approach to check whether that is really what the writer says. This has become known as interactive reading. Both approaches can be mobilized by conscious choice, and both are important strategies for readers.” Both top-down approach and bottom-up can be used to

complement each other in order to understand a text through predicting

or interpreting a meaning and then checking if that is what the writer

intends to say.


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6. Difficulties in Teaching Reading

Although reading is the cornerstone of academic success, a single

course in reading methods is often all that is offered most prospective

teachers. Even if well taught, a single course is only the beginning.

Without deeper knowledge, the specific techniques of lesson delivery

cannot be acquired, let alone knowledge of language, reading psychology,

children's literature, or the management of a reading program based on

assessment. The consequences for teachers and students alike have been

disastrous, (Moats, L. 1999).

Teaching reading is a complex process that draws upon an

extensive knowledge base and repertoire of strategies. Many teachers are

underprepared to teach reading effectively, and examine some of the

reasons why teaching reading is difficult (Moats, L. 1999).

Teaching reading is a job for an expert. Contrary to the popular

theory that learning to read is natural and easy, learning to read is a

complex linguistic achievement,(Moats, L. 1999).

For many children, it requires effort and incremental skill

development. Moreover, teaching reading requires considerable

knowledge and skill, acquired over several years through focused study

and supervised practice (Moats, L. 1999).


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B. Inquiry-Based Teaching

1. The Nature of Inquiry-based Teaching

Inquiry-based Teaching is often described as a cycle or a spiral,

which implies formulation of a question, investigation, creation of a

solution or an appropriate response, discussion and reflection in

connection with results (Bishop et al, 2004).

The Inquiry cycle is a process which engages students to ask and

answer questions on the basis of collected information and which should

lead to the creation of new ideas and concepts. The activity often finishes

by the creation of a document which tries to answer the initial questions.

The cycle of inquiry has 5 global stages: Ask, Investigate, Create, Discuss

and Reflect.

Figure 2.1 (Inquiry model 5 steps)

a. Ask

Ask begins with student's curiosity about the text, ideally with

their own questions. It's important that student formulate their own


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questions because they then can explicitly express concepts related to

the learning subject.

1) Finding students curiosity about the text.

2) Students propose the problem based on their understanding.

3) Formulating questions about the text.

b. Investigate

Ask naturally leads to investigate which should exploit initial

curiosity and lead to seek and create information. Investigate is a self-

motivating process totally owned by the active student.

1) Students trying to explore their mind about the text.

2) Students start to understanding about the problem and information

needed from the text.

3) Students seek the information explicit and implicitly from the text.

c. Create

Collected information begins to merge. Students start making

links. Here, ability to synthesize meaning is the spark which creates

new knowledge.

1) Students summarize information about the text.

2) Students get the information to answer the questions related to the

text.

3) Students explore their mind to find the alternative answer related to

the text.


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d. Discuss

At this point, students share their ideas with each other, and ask

each others about their own experiences and investigations. Such

knowledge-sharing is a community process of construction and they

begin to understand the meaning of their investigation.

1) Students discussing the result about the text with partners.

2) Students sharing about the answers that have been created.

3) Students presenting about their own understanding and opinion.

e. Reflect

This step consists in taking time to look back. Think again

about the initial question, the path taken, and the actual conclusions.

1) In the last stage, students review about their understanding the text.

2) Students finding the problem that occur during reading process.

3) Students try to solve their problem in reading a whole of the text.

“Inquiry is the dynamic process of being open to wonder and

puzzlements and coming to know and understand the world” (Galileo

Educational Network, 2004). Inquiry-based Teaching is a process where

students are involved in their learning, formulate questions, investigate

widely and then build new understandings, meanings and knowledge.


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Figure 2.2 (inquiry model 6 steps)

a. Planning

1) Identify a topic area for inquiry

2) Identify possible information sources

3) Identify audience and presentation format

4) Establish valuation criteria

5) Outline a plan for inquiry

b. Retrieving

1) Develop an information retrieval plan

2) Locate and collect resources

3) Select relevant information

4) Evaluate information

5) Review and revise the plan for inquiry

1

2

4

3 5

6


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c. Processing

1) Establish a focus for inquiry

2) Choose pertinent information

3) Record information

4) Make connections and inferences

5) Review and revise the plan for Inquiry

d. Creating

1) Organize information

2) Create a product

3) Think about the audience

4) Revise and edit

5) Review and revise the plan for inquiry

e. Sharing

1) Communicate with the audience

2) Present new understandings

3) Demonstrate appropriate audience behavior

f. Evaluating

1) Evaluate the product

2) Evaluate the inquiry process and inquiry plan

3) Review and revise personal inquiry model

4) Transfer learning to new situations/beyond school

Peixotto (1997) defines inquiry-based teaching as a perfect

complement to a child's natural curiosity about the world and how it


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works". The worlds of inquiry, curiosity, and wonder should be alive in

classrooms everywhere. It is a world where children's minds come alive

with possibilities and where students learn through experience,

investigation, and hands-on activities that engage their minds and foster

their interest (Amaral, Olga, Leslie Garrison, Michael Klentschy, 2002).

In relation to what Piexotto states, inquiry-based Teaching

describes a range of philosophical, curricular and pedagogical approaches

to teaching. Its core premises include the requirement that teaching-

learning should be based around student questions. Pedagogic and

curriculum requires students to work independently to solve problems

rather than receiving direct instructions on what to do from the teacher.

Teachers are viewed as facilitators of learning rather than vessels of

knowledge. The teachers’ job in an inquiry learning environment is

therefore not to provide knowledge, but instead to help students along the

process of discovering knowledge themselves (Barman and Kotar, 1989).

It is also stated that inquiry is "a seeking for truth information, or

knowledge... seeking information by questioning". The process of inquiry

begins with gathering information and data through applying the human

senses... seeing, hearing, touching, tasting and smelling. Through the

process of inquiry, individuals construct much of their understanding of

the natural and human designed worlds. Inquiry implies a "need or want to

know" premise. By questioning, individuals have a need or want to know

information and knowledge that lead them to understanding both clearly.


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The process of inquiry is similar to infants observe faces that come near,

grasp objects. Put things in their mouths and turn toward voices. They

begin to make sense of the world by inquiring (Barman and Kotar, 1989).

The same idea is also proposed here, stating that inquiry-based

Teaching is one term used to describe educational approaches that are

driven more by a learner's questions than by a teacher's lessons. Asking

questions is at the heart of inquiry-based Teaching. According to Schrock

Kathy (2004), Inquiry-based Teaching is students centered. However, it

needs teachers' involvement in guiding students to ask questions to find

answers and to construct new question along the way indicating that they

really care about the material given.

Teachers act as facilitators of learning, not those who always give

instruction to their students and teach as if they are source of knowledge.

They motivate students to ask questions and solve the problems

independently; nevertheless, it is possible to do these in pairs or in a

group. Another definition of inquiry-based teaching and learning is '"a

dynamic approach to learning that involves exploring the world asking

questions, making discoveries, and rigorously testing those discoveries in

the search for new understanding" (Lombard, 2007).

From the above ideas, it can be concluded that inquiry-based

teaching is the method or approach in which the process of constructing

understanding is done by questioning. The worlds of inquiry, curiosity,

and wonder should be alive in classrooms everywhere. The teachers' role


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is facilitating and guiding students to solve problems and answer the

questions themselves. Teachers encourage students by questioning

reflective questions requiring integration and information. The students

and the teachers share responsibility for learning and they collaborate on

constructing new knowledge.

According to the theories about Inquiry-Based Teaching above, the

researcher uses the 5 steps Inquiry-Based Teaching in conducting the

research.

2. The Advantages of Inquiry-based Teaching (Barman and Kotar. 1989)

a. Inquiry-based teaching is essential, however, that one plans ahead so

one can guide kids to suitable learning opportunities. It is flexible and

works well for projects that range from the extensive to the bounded,

from the research-oriented to the creative, from laboratory to the

Internet.

b. Inquiry-based teaching can awake one's confidence, interest, and self-

esteem. One will find that many kinds who have trouble in school

because they do not respond well to lectures.

c. The inquiry-based approach is at its best when working on

interdisciplinary projects that reinforce multiple skills or knowledge

areas in different facets of the same project. In contrast, the traditional

approach tends to be very vertical: the class studies science for awhile,

for example, then language arts, then math, then geography. One will


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also find that although the traditional approach is sharply weighted

toward the cognitive domain of growth, inquiry-based projects

positively reinforce: skills in all three domains-physical, emotional,

and cognitive.

d. Inquiry-based works well 'when the teacher decides let each student

develop an individual project; when doing so, however, be sure to

incorporate some elements of collaboration or sharing. But it is

particularly well suited to collaborative learning environments and

team projects. Activities can be created in which the entire class works

on a single question as a group (just be sure that we whole group truly

cares about the question) or in teams working on the same or different

questions.

e. An inquiry-based can work with any age group. Even though older

students will be able to pursue much more sophisticated questioning

and research projects, build a spirit of inquiry into activities wherever,

even with the youngest, in an age-appropriate manner.

f. The inquiry-based acknowledges that children especially children from

minority and disadvantaged communities, have what researcher Luis

Moll calls "funds of knowledge" that are often ignored by traditional

curricula. An inquiry-based validates the experience and knowledge

that all kids bring to the learning process.


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3. The Disadvantages of Inquiry-Based Teaching (Barman and Kotar. 1989)

a. Inquiry-based teaching concerns with asking students to work at least

as much as the teacher and achieving as much as he/she can in as little

time as possible. The strategy will be hard applied to all students.

b. There is a chance of missing a lot of very important information that

people need to know.

c. Inquiry-based teaching unmotivated students, since it needs motivated

learners.

4. Stages of Inquiry-Based Teaching

The cycle of inquiry has 5 global stages: Ask, Investigate, Create,

Discuss and Reflect.

a. Ask

Ask begins with student's curiosity about the text, ideally with their

own questions. It's important that student formulate their own

questions because they then can explicitly express concepts related to

the learning subject.

1) Finding students curiosity about the text.

2) Students propose the problem based on their understanding.

3) Formulating questions about the text.

b. Investigate

Investigate is a self-motivating process totally owned by the active

student.


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1) Students trying to explore their mind about the text.

2) Students start to understanding about the problem and information

needed from the text.

3) Students seek the information explicit and implicitly from the text.

c. Create

Collected information begins to merge. Students start making links.

Here, ability to synthesize meaning is the spark which creates new

knowledge.

1) Students summarize information about the text.

2) Students get the information to answer the questions related to the

text.

3) Students explore their mind to find the alternative answer related to

the text.

d. Discuss

At this point, students share their ideas with each other, and ask each

others about their own experiences and investigations. Such

knowledge-sharing is a community process of construction and they

begin to understand the meaning of their investigation.

1) Students discussing the result about the text with partners.

2) Students sharing about the answers that have been created.

3) Students presenting about their own understanding and opinion.

e. Reflect


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This step consists in taking time to look back. Think again about the

initial question, the path taken, and the actual conclusions.

1) In the last stage, students review about their understanding the text.

2) Students finding the problem that occur during reading process.

3) Students try to solve their problem in reading a whole of the text.

C. Grammar-Translation Method

1. Nature of Grammar-Translation Method (Hadirukiyah, 2009)

The grammar-translation method of foreign language teaching is

one of the most traditional methods, dating back to the late nineteenth and

early twentieth centuries. It was originally used to teach 'dead' languages

(and literatures) such as Latin and Greek.

At the beginning of this century, this method is used to assist

students in reading and understanding a foreign language literature. But it

is also expected that it is in studying or understanding the grammar of the

desired target language, students will become more familiar with the

language rules in accordance with the source language and a deeper

understanding of this will further help them in reading and writing

according to the source language to be better.

According to Orrieux, C (1989), “Latin and Ancient Greek are

known as “dead languages”, based on the fact that people no longer speak

them for the purpose of interactive communication. Yet they are still

acknowledged as important languages to learn (especially Latin) for the


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purpose of gaining access to classical literature, and up until fairly

recently, for the kinds of grammar training that led to the “mental

dexterity” considered so important in any higher education study

stream. Morris (1996) states that “Latin has been studied for centuries,

with the prime objectives of learning how to read classical Latin texts,

understanding the fundamentals of grammar and translation, and gaining

insights into some important foreign influences Latin has had on the

development of other European languages. The method used to teach it

overwhelmingly bore those objectives in mind, and came to be known as

the Classical Method. It is now more commonly known in Foreign

Language Teaching circles as the Grammar Translation Method.”

(Larsen-Freeman, Diane, 1986)

According to Brown (2001), the Grammar Translation Method

withstood attempts at the turn of the twentieth century to 'reform' language

teaching methodology and to this day it is practiced in too many

educational contexts.

From the theories about Grammar Translation Method above,

Grammar Translation Method is assisting students in reading and

understanding the fundamentals of grammar and translation, understanding

a foreign language literature in educational contexts.


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2. Characteristics of Grammar-Translation Method

The grammar translation method has eihgt characteristics:

a. Classes are taught in the mother tongue, with little active use of the

target language.

b. Much vocabulary is taught in the form of lists of isolated words.

c. Long elaborate explanations of the intricacies of grammar are given.

d. Grammar provides the rules for putting words together, and instruction

often focuses on the form and inflection of words.

e. Reading of difficult classical texts is begun early.

f. Little attention is paid to the content of texts, which are treated as

exercises in grammatical analysis.

g. Often the only drills are exercises in translating disconnected sentences

from the target language into the mother tongue.

h. Little or no attention is given to pronunciation.

3. Techniques of Grammar Translation Method

The grammar translation method has nine Techniques:

a. Translation of a Literary Passage (Translating target language to

native language)

b. Reading Comprehension Questions (Finding information in a passage,

making inferences and relating to personal experience)

c. Antonyms/Synonyms (Finding antonyms and synonyms for words or

sets of words).


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d. Cognates (Learning spelling/sound patterns that correspond between

L1 and the target language)

e. Deductive Application of Rule (Understanding grammar rules and

their exceptions, then applying them to new examples)

f. Fill-in-the-blanks (Filling in gaps in sentences with new words or

items of a particular grammar type).

g. Memorization (Memorizing vocabulary lists, grammatical rules and

grammatical paradigms)

h. Use Words in Sentences (Students create sentences to illustrate they

know the meaning and use of new words)

i. Composition (Students write about a topic using the target language).

4. The Advantages of Grammar Translation Method

a. The phraseology of the target language is quickly explained.

Translation is the easiest way of explaining meanings or words and

phrases from one language into another. Any other method of

explaining vocabulary items in the second language is found time

consuming. A lot of time is wasted if the meanings of lexical items are

explained through definitions and illustrations in the second language.

Further, learners acquire some short of accuracy in understanding

synonyms in the source language and the target language.

b. Teacher’s labor is saved. Since the textbooks are taught through the

medium of the mother tongue, the teacher may ask comprehension


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questions on the text taught in the mother tongue. Pupils will not have

much difficulty in responding to questions on the mother tongue. So,

the teacher can easily assess whether the students have learnt what he

has taught them. Communication between the teacher and the learners

does not cause linguistic problems. Even teachers who are not fluent in

English can teach English through this method. That is perhaps the

reason why this method has been practiced so widely and has survived

so long

5. The Disadvantages of Grammar Translation Method

a. It is an unnatural method. The natural order of learning a language is

listening, speaking, reading and writing. That is the way how the child

learns his mother tongue in natural surroundings. But in the Grammar

Translation Method the teaching of the second language starts with the

teaching of reading. Thus, the learning process is reversed. This poses

problems.

b. Speech is neglected. The Grammar Translation Method lays emphasis

on reading and writing. It neglects speech. Thus, the students who are

taught English through this method fail to express themselves

adequately in spoken English. Even at the undergraduate stage they

feel shy of communicating through English. It has been observed that

in a class, which is taught English through this method, learners listen

to the mother tongue more than that to the second/foreign language.


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Since language learning involves habit formation such students fail to

acquire habit of speaking English. Thus, they have to pay a heavy price

for being taught through this method.

c. Exact translation is not possible. Translation is, indeed, a difficult task

and exact translation from one language to another is not always

possible. A language is the result of various customs, traditions, and

modes of behavior of a speech community and these traditions differ

from community to community. There are several lexical items in one

language, which have no synonyms/equivalents in another language.

For instance, the meaning of the English word ‘table’ does not fit in

such expression as the ‘table of contents’, ‘table of figures’,

‘multiplication table’, ‘time table’ and ‘table the resolution’, etc.

English prepositions are also difficult to translate. Consider sentences

such as ‘We see with our eyes’, ‘Bombay is far from Delhi’, ‘He died

of cholera’, He succeeded through hard work’. In these sentences

‘with’, ‘from’, ‘of’, ‘through’ can be translated into the Hindi

preposition ‘se’ and vice versa. Each language has its own structure,

idiom and usage, which do not have their exact counterparts in another

language. Thus, translation should be considered an index of one’s

proficiency in a language.

d. It does not give pattern practice. A person can learn a language only

when he internalizes its patterns to the extent that they form his habit.

But the Grammar Translation Method does not provide any such


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practice to the learner of a language. It rather attempts to teach

language through rules and not by use. Researchers in linguistics have

proved that to speak any language, whether native or foreign entirely

by rule is quite impossible. Language learning means acquiring certain

skills, which can be learnt through practice and not by just memorizing

rules. The persons who have learnt a foreign or second language

through this method find it difficult to give up the habit of first

thinking in their mother tongue and than translating their ideas into the

second language. They, therefore, fail to get proficiency in the second

language approximating that in the first language. The method,

therefore, suffers from certain weaknesses for which there is no

remedy.

6. The Steps in Teaching Reading Class Using Grammar-Translation

Method

a. Opening

1) The teacher greats the students, then the teacher asks the students

about the reading passage, for example: "How many paragraphs in

the passage" or "what do the pictures in the lesson contain?” where

is each scene taking place or what is happening.

2) The teacher writes the key words of the topic on the board and

explaining them to the students. Giving simple information about

the reading topic, same to the students' level. For example,


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translate the idea of the topic by giving them the idea in their

language and culture.

b. Material Delivery

1) Teacher explains the benefits of comprehending this passage, for

instance they develop students' awareness of the reading process

and reading strategies by asking students to think and talk about

how they read in their native language.

2) The students read the passage in 20 minutes, the teacher encourage

students to read and learn by giving students some choice of

reading material.

3) The teacher explains and asks the difficult words in the reading

passage. In this case the teacher usually asks the students to do the

translation of reading passage.

c. Closing

1) The teacher gives an evaluation; this contains answering the book's

exercises and questions that related to the reading passage. If the

students answer these questions correctly with a less interference

by the teacher, the goals of the lesson are achieved.

2) The teacher gives him enough time to evaluate the students

understanding of the lesson. Therefore, the teacher can repeat the

lesson to the students who do not understand in a quick and

comprehensive way. Here, the students are very interesting and


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enjoying the lesson when the teacher applied this method to this

group.

D. Teaching Reading Using Inquiry-Based Teaching Compared to Grammar

Translation Method

process Inquiry-Based Teaching Grammar Translation Method opening 1) The teacher greats the

students, checking students’ attendance.

2) The teacher review the last material

3) Explaining about the material 4) Explaining the purpose and

the benefit in teaching learning process

1. The teacher greats the students, then the teacher ask the students about the reading passage.

2. The teacher writes the key words of the topic on the board and explaining them to the students. Giving simple information about the reading topic, same to the students' level.

Material delivery

Ask 1. Finding students curiosity

about the text. 2. Students propose the problem

based on their understanding. 3. Formulating questions about

the text. Investigate 1. Students trying to explore

their mind about the text. 2. Students start to

understanding about the problem and information needed from the text.

3. Students seek the information explicit and implicitly from the text.

Create 1. Students summarize

information about the text related to the indicators that focused.

2. Students get the information to answer the questions related to the text.

1) Teacher explains the benefits of comprehending this passage, for instance they develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.

2) The students read the passage in 20 minutes, the teacher encourage students to read and learn by giving students some choice of reading material.

3) The teacher explains and asks the difficult words in the reading passage. In this case the teacher usually asks the students to do the translation of reading passage.


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3. Students explore their mind to find the alternative answer related to the text.

Discuss 1. Students discussing the result

about the text with partners. 2. Students sharing about the

answers that have been created.

3. Students presenting about their own understanding and opinion.

Reflect 1. In the last stage, students

review about their understanding the text.

2. Students finding the problem that occur during reading process.

3. Students try to solve their problem in reading a whole of the text.

closing Summarizing, reflecting, problem

solving and giving task related to material

Summarizing, reflecting, problem solving and giving task related to material

E. Self-Actualization

1. The Concept of Self-Actualization

According to Goldstein, Kurt (1939), self-actualization is "the

tendency to actualize, as much as possible (the organism's) individual

capacities" in the world. Goldstein defined self-actualization as a driving

life force that will ultimately lead to maximizing one's abilities and

determine the path of one's life.

According to Maslow, A (1943), explicitly defines self-actualization

to be the desire for self-fulfillment, namely the tendency for him (the


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43

individual) to become actualized in what he is potentially. This tendency

might be phrased as the desire to become more and more what one is, to

become everything that one is capable of becoming. He uses the term self-

actualization to describe a desire, not a driving force that could lead to

realizing one's capabilities. He does not feel that self-actualization

determined one's life; rather, he felt that it gives the individual a desire, or

motivation to achieve budding ambition.

Maslow, a more explicit definition of self-actualization is "intrinsic

growth of what is already in the organism, or more accurately of what is

the organism itself. This explanation emphasizes the fact that self-

actualization cannot normally be reached until other lower order

necessities of Maslow's hierarchy of needs are satisfied.

Both Maslow (1956, 1968, 1971) and Rogers (1961) assumed that

all persons have an intrinsic potential for self-actualization that can be

stifled, however, by extrapsychic determinants. According to Maslow

(1968), people's basic needs must be sufficiently gratified before they can

pursue the fulfillment of what he calls the higher, transcendent metaneeds

related to self-actualization. Maslow asserted that people complete

psychological maturation occurs only when their potentialities are fully

developed and actualized.

According to Rogers (1977), self-actualization is a process of

differentiating potentialities inherent in the makeup of the individual. This

process, which is forward-moving, constructive, and self-enhancing,


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becomes possible only when people receive positive regard from others

and learn to think positively of themselves. Each individual, according to

Rogers, has the capacity to be self-aware and to label what occurs

accurately; when one's need for positive regard is met, then, one's

tendency toward self-actualization becomes manifested. When an

individual's self-concept is relatively congruent with his or her experience,

the actualizing tendency can operate without impediment. The individual

can develop, then, into a fully functioning person who is open to the

richness of experience, who has few defenses, and who is self-aware.

Drawing from their definitions of self-actualization as well as from

their therapeutic experiences and observations, Maslow (1954) and Rogers

(1961, 1977, 1980) defined certain unique characteristics of self-

actualizing people. Such a person, they maintained, has the following: an

accurate perception of reality, a high level of creativity, few defenses, a

high level of integration, personal autonomy, unconventional ethics, a

need for human kinship, compassion, humility, deep and harmonious

interpersonal relationships, a respect for others, a desire to establish new

forms of communications and intimacy, and an ongoing concern with

personal growth. In addition, Maslow (1954) highlighted these

characteristics: spontaneity, receptivity, a problem-centered approach to

life, detachment, a fresh appreciation of things, a democratic attitude, a

unique value system, a capacity to cope with circumstances, and a

likelihood of having peak experiences. Rogers (1961) added, moreover,


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these qualities: openness to nature and other people, an unconditional self-

regard, an inner freedom, authenticity, a yearning for a spiritual life, an

indifference to material comforts, a feeling of closeness to nature, and

skepticism of science and technology.

Learning how to read is an example of a self-actualizing process,

where functions originally designed for other purposes are reorganized

into the new function of reading. This is very important, because it means

that 99% of people have the inborn ability to self-actualize to some degree,

and therefore benefit from integration. McNeil (1992:52) states that

reading is self-actualization, with its emphasis upon responses to literature,

has many instructional implications, such as providing the materials that is

related to the students concerns, personal contact and student's purposes

and the teachers share their role as expert interpretation and listen to the

responses and interpretation of the students.

2. Factors Influencing Self-Actualization

Maslow (1970: 149) states that self-actualization deals with the

exploitation of self-potential and it is very closely related to social factors

and it is determined by the person himself. Put in another way, self-

actualization is the need to actualize oneself namely the need of value and

satisfaction to be gained by people. The need of self-actualization can be

seen from sense of proud owned by people, because of having more ability

in comparison to the others.


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Based on the above definition, there are some factors that may

affect one's self-actualization. One of them is the consciousness of doing

something. In this case, consciousness does not only play a part in

becoming aware of "problems;" it can also involve new awareness on

matters previously of the routine like diversity, women's rights, the

environment and so many other subjects were a few decades back. Once

the process of becoming more conscious has begun and a intentional

action has been implemented, the organization's values and core ideologies

need to be re-examined in light of this new consciousness.

Another factor is self-confidence. Someone who has high self-

confidence may lead him/her to have high self-actualization because

he/she believes that he/she has self-potential compared with others.

Otherwise, someone who has low self-confidence may bring him/her of

having low self-actualization because he/she does not trust on him/herself

that he/she has ability in doing something (Dahl, Stephen, 1998).

3. The Importance of Self-Actualization

Maslow (1970: 150), states that people need self-actualization to

do something in accordance with their talent and self-potential to develop

their selves maximally. Self-actualization is important since people need to

show themselves and need to get recognition from other people.

According to Maslow (1954), the needs must be satisfied in the

given order. Aims and drive always shift to next higher order needs. It is


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true that each of us is motivated by needs. Our most basic needs are

inborn, having evolved over tens of thousands of years. Moreover, he

states that we must satisfy each need in turn, starting with the first, which

deals with the most obvious needs for survival itself. Only when the lower

order needs of physical and emotional well-being are satisfied we

concerned with the higher order needs of influence and personal

development. Conversely, if the things that satisfy our lower order needs

are swept away, we are no longer concerned about the maintenance of our

higher order needs.

4. Characteristics of Self-Actualized Person

In addition to describing what is meant by self-actualization in his

theory, Maslow also identified some of the key characteristics of self-

actualized people:

a. Acceptance and Realism: Self-actualized people have realistic

perceptions of themselves, others and the world around them.

b. Problem-centering: Self-actualized individuals are concerned with

solving problems outside of themselves, including helping others and

finding solutions to problems in the external world. These people are

often motivated by a sense of personal responsibility and ethics.

c. Spontaneity: Self-actualized people are spontaneous in their internal

thoughts and outward behavior. While they can conform to rules and

social expectations, they also tend to be open and unconventional.


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d. Autonomy and Solitude: Another characteristic of self-actualized

people is the need for independence and privacy. While they enjoy the

company of others, these individuals need time to focus on developing

their own individual potential.

e. Continued Freshness of Appreciation: Self-actualized people tend to

view the world with a continual sense of appreciation, wonder and

awe. Even simple experiences continue to be a source of inspiration

and pleasure.

f. Peak Experiences: Individuals who are self-actualized often have what

Maslow termed peak experiences, or moments of intense joy, wonder,

awe and ecstasy. After these experiences, people feel inspired,

strengthened, renewed or transformed (Maslow, 1943).

5. Common Traits Amongst People Who Have Reached Self-

actualization are:

a. They embrace reality and facts rather than denying truth.

b. They are spontaneous.

c. They are "focused on problems outside themselves.

d. They "can accept their own human nature in the stoic style, with all its

shortcomings, are similarly acceptant of others, and generally lack

prejudice.


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6. Five Sets of Needs.

a. Maslow's hierarchy of needs begins with the most basic necessities

deemed the physiological needs" in which the individual will seek out

items like food and water, and must be able to perform basic functions

such as breathing and sleeping.

b. When the psychological needs have been met, a person can move on to

fulfilling "the safety needs", where they will attempt to obtain a sense

of security, physical comforts and shelter, employment, and property.

c. The next level is "the belongingness and love needs", where people

will strive for social acceptance, affiliations, a sense of belongingness

and being welcome, sexual intimacy, and perhaps a family.

d. Self-esteem needs, where the individual will desire a sense of

competence, recognition of achievement by peers, respect of others,

and respect by others.

e. Self-actualization some argue that once these needs are met, an

individual is primed for self actualization. Where the individual will

desire morality, creativity, spontaneity, problem solving, lack of

prejudice, acceptance of fact.

7. Elements of Self-Actualization

Referring from Maslows’ original hierarchy of needs model and

Roger; it was found some elements of Self-Actualization as follows:

a. self-fulfillment


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b. problem-centered approach to life

c. accurate perception of reality

d. high level of creativity

e. respect for others

f. democratic attitude

g. likelihood of having peak experiences

h. inner freedom

Based on the theories about self-actualization above, Self-

actualization is desire to self-fulfillment, problem-centered approach to

life, accurate perception of reality, a high level of creativity, a respect for

others, a democratic attitude, likelihood of having peak experiences, and

inner freedom to reach the best life.

F. Review of Related Research

There are some related researches which used in this research. First,

Scruggs (1993: 1-15) states an inquiry-based approach yielded significantly

higher achievement for high school students with special needs. Twenty-six

junior high school students with learning disabilities studied two science units

via an activity-based, inquiry-oriented approach or a textbook approach. Pre-

and post-tests revealed that when students were taught by experiential, more

indirect methods, they learned more and remembered more than they were

taught by more direct instructional methods. The research also revealed that

hands-on science activities were greatly favored over textbook activities by


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students who had experienced both. Students were asked about their

impressions of the two instructional methods. 96% reported that they enjoyed

the inquiry approach more, and over 80% considered the activities more

facilitative of learning and more motivating.

Second, Amaral (2002: 225-234) states In a California school district,

an inquiry-based approach to science with English Language Learners (ELLs)

led to greater proficiency in not just science, but also English language,

reading, and math. Fourth and sixth grade ELLs in a high-poverty, mostly

Latino school district in southern California showed more improvement on

standardized tests in math, science and reading the longer they were enrolled

in an inquiry-based classroom. Researchers concluded that Inquiry-Based

science lessons are of particular benefit to ELLs because the hands-on

activities allow learners to construct context, develop positive attitudes toward

learning, and engage in authentic conversation with peers.

Third, Marx (2004: 1063-1080) states an inquiry-based curriculum

yielded significant gains in student achievement without sacrificing state

curriculum standards. In a partnership with Detroit Public Schools, researchers

at the University of Michigan implemented Inquiry-Based science units in

sixth, seventh and eighth grade classrooms over a three year period. One unit,

for example, was based on the question, “How can I move big things?” and

invited students to create projects to explore simple machines and the concept

of force. Over 8,000 students were tested before and after the curriculum was

implemented and to assess their knowledge of the content, understanding of


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the process, and overall achievement. Each of these three categories was

evaluated for students enrolled in the six courses offered using this

curriculum, resulting in eighteen assessment categories. In seventeen of

eighteen categories, students who took part in the inquiry curriculum made

statistically significant gains in achievement. The researchers concluded that

their results demonstrate that an inquiry approach can benefit students who

have been low achievers in the past.

Fourth, Kahle (2000: 1019-1041) states that the middle school teachers

who used an inquiry approach increased the achievement scores of African

American students, narrowed the achievement gap between male and female

students, and found that their students were more interested in what they had

to teach. The State of Ohio spearheaded an initiative to reform math and

science teacher professional development to emphasize Inquiry-Based

Teaching. In each of eight urban middle schools that were studied, students of

teachers who participated in inquiry workshops outperformed students of

teachers who did not receive the training. Not only did inquiry-based

techniques raise student achievement scores overall, but score differences

between female and male students were less evident in the classes taught by

teachers who used the inquiry approach. Finally, students in the Inquiry-Based

classrooms reported being more interested in the subjects they studied.

Fifth, Applebee (2003: 685-730) states that over 1400 students found

that inquiry-based approaches in middle and high school language arts

classrooms allow both low- and high-achieving students to make academic


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gains. In a large-scale study that included sites in California, Florida, New

York, Texas, and Wisconsin, researchers observed 64 classrooms to determine

whether the teacher primarily focused on fostering student inquiry into literary

themes or whether they emphasized simple recall of details of plot and

character. A variety of achievement data were also collected. The analysis

revealed that discussion-based inquiry approaches were significantly related to

improved student performance. Further analysis controlled for initial literacy

levels, gender, socioeconomic status, and race/ethnicity, and the researchers

concluded that these approaches were effective across a range of situations,

for students of varying levels of academic ability, whatever classrooms they

were in.

In the last review related study, the thesis entitled “The Effectiveness

Of Inquiry-Based Teaching And Learning To Teach Reading Viewed From

Students’ Motivation (An Experimental Study In SMPN 26 Surakarta In

2008/2009 Academic Year)”. This thesis was conducted by Vera Dwi Martani

in 2008. The result of the study shows that NHT successful in improving

students reading comprehension.

G. Rationale

1. The Difference Between Inquiry-Based Teaching (IBT) with

Grammar Translation Method in Teaching Reading.

Inquiry-Based Teaching (IBT) is a method of teaching and

learning reading in which the activities focus on the students as the center


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of the teaching and learning process. The activities help the students to

read efficiently, develop their reading comprehension, and make the

students as the center of the classroom activities. The Inquiry-Based

Teaching (IBT) method makes the students to be active learners. On the

other hand, the Grammar Translation Method makes the students become

dependent. They wait for the teacher’s explanation in the reading class.

This does not promote thinking process and problem solving. In addition,

the Grammar Translation Method gives the students less opportunity to be

active. Thus, it is assumed that Inquiry-Based Teaching (IBT) is more

effective than Grammar Translation Method in teaching reading.

2. The Differences in Reading Achievement Between the Students

Having High Self-actualization and Low Self-actualization.

The students with high self-actualization are active, creative, and

have good participation in the learning process. The students with high

self-actualization have high ability in comprehending the text because they

view themselves as learners in the process of learning. They like to read

the texts that the teacher gives, and they look forward to learning. Their

intention in learning makes them able to understand the lesson easily.

On the contrary, the students with low self-actualization tend to

be passive in the learning activities. They do not express their ideas or ask

questions because they do not have enough confidence to take a risk. They

mostly depend on their teacher by waiting for the explanation and


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translation in reading. They do not involve actively in the reading activities

because they expect to be told what to do. Therefore, it is assumed that

students with high self-actualization have better reading comprehension

than those with low self-actualization.

3. The Interaction Between Teaching Method and the Students’ Self-

actualization in Teaching Reading.

The students having high self-actualization are active when the

teacher requires their involvement in the teaching and learning process.

The use of Inquiry-Based Teaching (IBT) in the reading activity needs the

students’ involment to generate the self-confidence to ask, to actualize and

maximize their potential ability. The students view themselves as learners

in the process of learning and look forward to learning. It is needed to help

them to read comprehensively and effectively. By using Inquiry-Based

Teaching (IBT), the students with high self-actualization can encourage

themselves in the learning process to comprehend the reading text well.

On the other hand, the students with low self-actualization do not

encourage themselves in learning. They prefer sitting and waiting for the

teacher’s instructions. Finally, it can be assumed that the Inquiry-Based

Teaching (IBT) is appropriate for teaching reading for the students having

high self-actualization than for the students having low self-actualization,

and the Grammar Translation Method is appropriate in teaching reading

for the students having low self-actualization than for students having high


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self-actualization. Therefore, it can be assumed that there is an interaction

between teaching methods and the students’ self-actualization in teaching

reading.

H. Hypothesis

After discussing the teoritical review and rationale, the hypotheses of the

study are:

1. Inquiry-Based Teaching (IBT) is more effective than Grammar Translation

Method in teaching reading in the Eleventh Grade Students of SMA

Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012;

2. Students with high self-actualization have better reading comprehension

than students with low self-actualization in the Eleventh Grade Students of

SMA Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012;

3. There is an interaction between teaching methods and the students self-

actualization in teaching reading in the Eleventh Grade Students of SMA

Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012.


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CHAPTER III

RESEARCH METHODOLOGY

Methodology has an important factor in conducting a research. By

applying a suitable research, the research activity will reach a good result. In order

to gain valid findings, the research method provides rules and procedures. In

addition, the researcher has to obey the rules and procedures.

In this chapter, the researcher explains the research method that is used. In

this study, the researcher presents: place and time of research, research design,

population, sample and sampling, research instruments, variable, data collection

techniques, and data analysis.

A. The Place and Time of the Research

1. Research Location

The research will be conducted at SMA Muhammadiyah 1 Sragen

in academic year of 2011/ 2012, located in Jl. Raya Sukowati 108 Sragen,

call number (0271- 891946).

2. Research Frame Time

No NOTE/ 2011-2012 Sep Nov Des Jan Feb Mar Apr may Aug

1 Preliminary observation X

2 Designing research proposal X X

3 Conducting proposal seminar X

4 Developing research instrument X X

5 Trying-out instrument X

6 Giving treatment and collecting X X

7 Writing report X X X

8 Submitting report X

Table 3. 1 (table of research frame)


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B. Research Design

Related to the problems and the purposes of the study in chapter 1, the

researcher applies an experimental study with a quantitative approach.

According to Singh (2006: 60), an experimental study is a study which is

conducted by manipulating the research object. A simple factorial design is

used to analyze the main effects for both experimental variables as well as an

analysis of the interaction between treatments. Factorial design allows two or

more different characteristics, treatments, or events to be independently

varied within a single study. This study is designed to describe and to prove

the influence of using Inquiry-Based Teaching (IBT) and Grammar

Translation Method (GTM) to teach reading viewed from students’ Self-

actualization.

C. Research Variables

Borg (1963: 32) states, “a variable can be thought of as a quantitative

expression of a construct. Variable usually takes the form of scores in

measuring instruments.” In short, variable is the object of research to be

observed.

In this study, there are two kinds of variables, independent and

dependent. According to Tuckman (1978: 59 - 63), independent variable is a

factor which is manipulated or controlled by the research to determine its

relationship to an observed phenomenon, dependent variable is a factor that is

observed and measured to determine the effect of the independent variable,


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and moderator variable is factor which is measured, manipulated or selected

by the experimenter to discover whether it modifies the relationship both the

independent variable and an observed phenomenon.

This research is related to the effect of teaching methods as the

independent variable, and self-actualization as the attributive variable in

teaching reading skill (dependent variable).

D. Population, Sample and Sampling

1. Population

Population involves all elements possessing one or more attributes

of interest. In the same line, according to Arikunto (2002: 108) population

is overall subjects of the research. The population of the research is the

Eleventh grade students of SMA Muhammadiyah 1 Sragen in the

academic year of 2011/ 2012. It consists of eight classes (267 students).

2. Sample

The sample of the research used is two classes, XI IPA 1 and XI

IPA 3. The classes are divided into two groups, XI IPA 1 as an

experimental class and XI IPA 3 as the control class. Based on the

students’ self-actualization, median will be used to divide both

experimental class and control class into two groups (high and low Self-

actualization).


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3. Sampling technique

The sampling technique used for the research is cluster random

sampling. Cluster random sampling (Singh, 2006: 89) is used to select a

group as a whole. The first step in sampling is to define the population.

Afterwards, a sample or representative group of the population is taken

randomly as respondents. Thus, there are two classes, one will be the

experimental class and the other will be the control class. Each class is

divided into two groups, students who have high Self-actualization and

those who have low Self-actualization. One of the samples will be taught

by Inquiry-Based Teaching and the other sample will be taught by

Grammar Translation Method. There are four groups: (1) students with

high Self-actualization who are taught by Inquiry-Based Teaching; (2)

students with low Self-actualization who are taught by Inquiry-Based

Teaching; (3) students with high Self-actualization who are taught by

Grammar Translation Method; and (4) students with low Self-actualization

who are taught by Grammar Translation Method.

E. Technique of Collecting the Data

In this research the writer uses a test and a questionnaire to get the

data. The questionnaire is used to collect the data of the students' Self-

actualization and the objective test is used to collect the data of the students'

reading competence. Questionnaire is a list of questions answered by a group

of people, especially to get facts of information (Homby, 1986: 688). The type


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of questions of questionnaire is usually divided into two: open and close ended

questions. Open ended questions enable respondents to give their own

answers, while close ended questions require respondents to choose from a

limited number of predetermined responses or to select one of the alternative

answers given (Christensen, 1977: 56). The researcher uses close ended

questions in this research questionnaire.

The form of the items is objective. It is used to make the students

easier to answer. The questionnaire is used to classify students into two

groups: the students who have high Self-actualization and those who have low

Self-actualization. The questionnaire consists of statements about student’s

Self-actualization. There are four options that can be choosing in each item.

There is no right or wrong answer because the students' responses are based

on their real condition.

The reading test is used to know the students' ability in reading. The

reading test is the form of objective test with four options. Instruments of

questionnaire in reading test must be valid and reliable. Therefore, the

questionnaire of reading test must be trying 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 isn’t the experimental 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).


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The formulation of validity and reliability is as follows (Ngadiso, 2006: 2):

1. Validity

a. Validity of reading test items

i

i

t

ti

q

p

s

XXr

-=0

Which

1) n

XX t

å=

2) n

xst

å=2

3) ( )

n

XXx

2

22 åå å -=

Where:

0r = coefficient of validity

iX = mean score of correct answer

tX = mean of total score

ip = the proportion of the correct answers

iq = the proportion of the incorrect answers

ts = standard deviation of total score

The item is valid if 0r is higher than tr .

b. Validity of Self-actualization questionnaire

The validity of self-actualization was measured by Product

Moment Correlation by Karl Pearson formula as follows:


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3 实柜∑贯光石纵∑贯邹纵∑光邹税走柜∑贯挠石纵∑贯邹挠奏走柜∑光挠石纵∑光邹挠奏 The result of the computation of validity would be consulted to the

r table. The test items are valid if r obtained is higher than r table

or ro > rt and invalid if r obtained is lower than r table or ro < rt.

2. Reliability

a. Reliability of reading test items:

1) ÷÷ø

öççè

æ-

-= å

21

1 tkk s

pq

kk

r

2) n

xst

å=2

2

Where:

1) kkr = coefficient of reliability

2) k = the total of valid items

3) å pq = the total of all item variance

4) 2ts = total variance

To know whether the instrument is reliable or not, 0r is compared

to tr (product moment at the level of significance α = 0.05). When

result shows that 0r is higher than tr , it means that the instrument is

reliable.


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b. Reliability of the Self-actualization questionnaire

The writer should determine the reliability of the Self-

actualization questionnaire instruments. It was determined by

using Alpha Cronbach formula as follows:

ƼƼ妮纵诡诡石1邹纵1石∑滚平挠滚迫挠邹 Where:

11r = reliability coefficient

k = the number of test items

滚轨 = item variance 滚迫挠 = the variance of the total test scores

The instrument of self-actualization is reliable if the result

is higher than r table or ro > rt.

F. Technique of Analyzing the Data

The writer uses a descriptive analysis and inferential analysis in this

research. Descriptive analysis is used to know: mean, median, mode, and

standard deviation of the reading comprehension test. Normality test is

conducted in order to know whether the sample distributes normally or not,

while homogeneity test is aimed at knowing whether the data are

homogeneous or not. Liliefors test is used to examine the normality test.

Meanwhile, Barlet test is used to examine the homogeneity test. It is done

before testing the hypothesis and the last is the use of multifactor analysis of


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variance (ANOVA) 2x2. Ho is rejected if Fo > Ft. Tukey test used to know the

mean difference of each cell, so the writer will know the difference between

the two teaching methods. While, the mean score result is for knowing which

method is more effective.

The design of multifactor analysis of variance (ANOVA) is as follows:

Main Effect (method)

Simple effect

IBT

(A1)

GTM

(A2)

High Self-actualization (B1) A1B1 A2B1

Low Self-actualization (B2) A1B2 A2B2

Total

Note:

Dependent variable : reading comprehension

Independent variables : teaching methods (IBT and GTM)

Experimental group : the class taught by IBT

Control group : the class taught by GTM

Attributive variable : students’ self-actualization

Where:

A1 : the scores of reading test of experimental class which is taught by

using IBT

A2 : the scores of reading test of control class which is taught by using

GTM

B1 : the scores of reading test of students having high Self-actualization


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B2 : the scores of reading test of students having low Self-actualization

A1B1 : the scores of reading test of students having high Self-actualization

who are taught by using IBT.

A1B2 : the scores of reading test of students having low Self-actualization

who are taught by using IBT.

A2B1 : the scores of reading test of students having high Self-actualization

who are taught by using GTM.

A2B2 : the scores of reading test of students having low Self-actualization

who are taught by using GTM.

The analyses are as follows:

1. The total sum of squares:

( )å å å-=

N

XXx t

tt

2

22

2. The sum of squares between groups:

( ) ( ) ( ) ( ) ( )N

X

n

X

n

X

n

X

n

Xx t

b

2

4

24

3

23

2

22

1

212 -+++=å

3. The sum of squares within groups:

å å å-= 222btw xxx

4. The between-columns sum of squares:

( ) ( ) ( )N

X

n

X

n

Xx t

c

c

c

cbc

2

2

2

2

1

2

12 åååå -+=

5. The between-rows sum of squares:

( ) ( ) ( )N

X

n

X

n

Xx t

r

r

r

rbr

2

2

2

2

1

2

12 åååå -+=


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6. The sum-of-squares interaction:

( )å å åå +-= 222int brbcb xxxx

7. The number of degree of freedom associated with each source of

variation:

df for between-columns sum of squares = C – 1

df for between-rows sum of squares = R – 1

df for interaction = (C – 1) (R – 1)

df for between-groups sum of squares = G – 1

df for within-groups sum of squares = ( )å -1n

df for total sum of squares = N – 1

where

C = the number of columns

R = the number of rows

G = the number of groups

N = the number of subjects in all groups

n = the number of subjects in one group

Summary of a 2X2 Multifactor Analysis of Variance

Source of variance SS Df MS (MS = ff圭归) Fo Ft(0,5) Ft(0,1)

Between Columns

Between rows

Columns by rows

(interaction)

Between groups

Within groups

Total


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Tuckey Test

Tuckey’s test is done to look for 0q which is found by comparing the

difference between the means by the square root of the ratio of the within

group variation and sample size. The general formula is as follows (in

Martani, 2009: 60):

q= ns

XX

w

ji

/2

-

1. Comparing two means from two groups (A1 and A2)

Inquiry-Based Teaching is compared to Grammar Translation

Method.

q= n / anceerror vari

)X-X( c2c1

2. Comparing two means from two groups (B1 and B2)

High self-actualization is compared to low self-actualization.

q = n / anceerror vari

)X-X( r2r1

3. Comparing two means between A1B1 and A2B1

Inquiry-Based Teaching is compared to Grammar Translation Method

for students having high Self-actualization.


)X-X( c2r1c1r1

4. Comparing two means between A1B2 and A2B2

Inquiry-Based Teaching is compared to Grammar Translation Method

for students having low Self-actualization.


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)X-X( c2r2c1r2

or


)X-X( c1r2c2r2

The analysis result of the computation is (1) 0q is compared to tq , if

tqq >0 , the difference is significant; (2) to know which one is better, the

means are compared.

G. Statistical Hypothesis

In this study the writer proposes for hypotheses. These hypotheses are

based on the formulation of the problems are presented in the previous chapter

and will be illustrated through null hypotheses.

1. The difference between Inquiry-based teaching (A1) and Grammar

translation method (A2) in teaching reading.

H0 = µ A1 = µ A2

Ho means that there is no difference between Inquiry-based teaching (A1)

and Grammar translation method (A2) in teaching reading.

Ha = µ A1 > µ A2

Ha means that Inquiry-based teaching (A1) is more effective than Grammar

translation method (A2) in teaching reading.


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2. The difference between the students who have high Self-actualization (B1)

and the students who have low Self-actualization (B2).

H0 = µB1 = µB2

Ho means that there is no difference in reading skill between the students

who have high Self-actualization (B1) and the students who have low Self-

actualization (B2).

Ha = µB1 > µB2

Ha means that the students who have high Self-actualization (B1) have

better reading skill than the students who have low Self-actualization (B2).

3. Interaction between the teaching methods (A) and students’ Self-

actualization (B) in teaching reading.

Ho : AXB : 0

Ho means that there is no interaction between the teaching methods (A)

and students’ Self-actualization (B) in teaching reading.

Ha : AXB > 0

Ha means that there is an interaction between the teaching methods (A) and

students’ Self-actualization (B) in teaching reading.


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CHAPTER IV

THE RESULT OF RESEARCH

This chapter presents the result of research which is divided into four

sections as follows:

A. Data Description

In this part, the data presented are related to the result of the reading

test which consists mean, mode, median, standard deviation, and frequency

distribution then completed by histogram and polygon

1. The scores of reading test of the students having high Self-actualization of

experimental class who are taught using Inquiry-based teaching(A1B1),

2. The scores of reading test of the students having low Self-actualization of

experimental class who are taught using Inquiry-based teaching (A1B2),


control class who are taught using Grammar translation method(A2B1),


control class who are taught using Grammar translation method (A2B2),

5. The scores of reading test of the students who are taught using Inquiry-

based teaching(A1),

6. The scores of reading test of the students who are taught using Grammar

translation method (A2)

7. The scores of reading test of the students having high Self-act (B1)


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8. The scores of reading test of the students having low Self-act (B2)

The data of each group presented above are presented as follows:


experimental class who are taught using Inquiry-based teaching(A1B1)

The descriptive analysis of the data of A1B1 shows that the scores are

from 65 up to 88. The mean is 77, the mode is 77, the median is 77, and the

standard deviation is 6. Histogram and polygon are presented in table 4.1 and

figure 4.1.

Table 4.1 Frequency Distribution of A1B1

Class Limit fi Xi ci fici fiXi 65 - 69 2 67 -2 -4 134 70 - 74 3 72 -1 -3 216 75 - 79 6 77 0 0 462 80 - 84 3 82 1 3 246 85 - 89 2 87 2 4 174

∑ 16 385 0 1232

Figure 4.1 Histogram and Polygon of Data A1B1

64.5 69.5 74.5 79.5 84.5 89.5

2

3

6

3

2

0

1

2

3

4

5

6

7

Interva l

Fre

kue

nsi


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experimental class who are taught using Inquiry-based teaching (A1B2)

Descriptive analysis of the data of A1B2 shows that the scores are from

55 up to 70. The mean is 62.56, the mode is 63.50, the median is 62.75 and the

standard deviation is 4.5. Histogram and polygon are presented in table 4.2

and figure 4.2.

Table 4. 2. Frequency Distribution of A1B2

Class Limit fi Xi ci fici fiXi 55 - 57 3 56 -2 -6 168 58 - 60 2 59 -1 -2 118 61 - 63 4 62 0 0 248 64 - 66 4 65 1 4 260 67 - 69 2 68 2 4 136 70 - 72 1 71 3 3 71 ∑ 16 381 3 1001

Figure 4.2. Histogram and Polygon of Data A1B2

3

2

4 4

2

1

0

1

2

3

4

5

Interval

Fre

kuen

si

54.5 58.5 60.5 63.5 66.5 69.5 72.5


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control class who are taught using Grammar Translation Method (A2B1)


60 up to 83. The mean is 72.63, the mode is 72, the median is 72.36 and the


and figure 4.3.

Table 4.3. Frequency Distribution of A2B1


∑ 16 360 2 1162


59.5 64.5 69.5 74.5 79.5 84.5

1

3

7

3

2

0

1

2

3

4

5

6

7

Interval

Fre

kuen

si


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control class who are taught using Grammar Translation Method (A2B2)


53 up to 73. The mean is 64.38, the mode is 65.83, the median is 65 and the

standard deviation is 6. Histogram and polygon are presented in table 4.4 and

figure 4.4.

Table 4.4. Frequency Distribution of A2B2


∑ 16 325 -2 1030


52.5 67.5 62.5 67.5 72.5 77.5

3

2

6

4

1

0

1

2

3

4

5

6

7

Interval

Fre

kuen

si


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5. The scores of reading test of the students who are taught using Inquiry-based

teaching(A1)

Descriptive analysis of the data of A1 shows that the scores are from 55

up to 88. The mean is 69.69, the mode is 63.5, the median is 67.83 and the


and figure 4.5.

Table 4.5. Frequency Distribution of A1

Class Limit fi Xi ci fici fiXi

55 - 60 5 57.5 -1 -5 287.5 61 - 66 9 63.5 0 0 572 67 - 72 5 69.5 1 5 348 73 - 78 8 75.5 2 16 604 79 - 84 3 81.5 3 9 245 85 - 90 2 87.5 4 8 175 ∑ 32 435 33 2230

Figure 4.5. Histogram and Polygon of Data A1

54.5 60.5 66.5 72.5 78.5 84.5 90.5

5

9

5

8

3

2

0

1

2

3

4

5

6

7

8

9

10

11

Interval

Frek

uen

si


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6. The scores of reading test of the students who are taught using Grammar

translation method (A2)

Descriptive analysis of the data of A2 shows that the scores are from 53



and figure 4.6.

Table 4.6. Frequency Distribution of A2

Class Limit fi Xi ci fici fiXi 53 - 57 3 55 -2 -6 165 58 - 62 3 60 -1 -3 180 63 - 67 9 65 0 0 585 68 - 72 7 70 1 7 490 73 - 77 8 75 2 16 600 78 - 82 1 80 3 3 80 83 - 87 1 85 4 4 85 ∑ 32 490 21 2185

Figure 4.6. Histogram and Polygon of Data A2

3 3

9

7

8

1 1

0

1

2

3

4

5

6

7

8

9

1 0

1 1

Interval

Fre

kue

nsi

52.5 57.5 62.5 67.5 72.5 77.5 82.5 87.5


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7. The scores of reading test of the students having high Self-actualization (B1)

Descriptive analysis of the data of B1 shows that the scores are from 60



and figure 4.7.

Table 4.7. Frequency Distribution of B1

Class Limit fi Xi ci fici fiXi 60 - 64 1 62 -2 -2 62 65 - 69 5 67 -1 -5 335 70 - 74 11 72 0 0 792 75 - 79 8 77 1 8 616 80 - 84 5 82 2 10 410 85 - 89 2 87 3 6 174

∑ 32 447 17 2389

Figure 4.7. Histogram and Polygon of Data B1

1

5

11

8

5

2

0

1

2

3

4

5

6

7

8

9

10

11

Interval

Frek

uens

i

59.5 64.5 69.5 74.5 79.5 84.5 89.5


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8. The scores of reading test of the students having low Self-actualization (B2)

Descriptive analysis of the data of B2 shows that the scores are from 53



and figure 4.8.

Table 4.8. Frequency Distribution of B2

Class Limit fi Xi ci fici fiXi 53 - 56 3 54.5 -3 -9 163.5 57 - 60 7 58.5 -2 -14 410 61 - 64 7 62.5 -1 -7 438 65 - 68 11 66.5 0 0 731.5 69 - 72 3 70.5 1 3 212 73 - 76 1 74.5 2 2 75

∑ 32 387 -25 2028

Figure 4.8. Histogram and Polygon of Data B2

52.5 56.5 60.5 64.5 68.5 72.5 76.5

3

7 7

11

3

1

0

1

2

3

4

5

6

7

8

9

1 0

1 1

Interval

Fre

kuen

si


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B. Normality and Homogeneity Test

The normality and homogeneity test must be done before analyzing the

data by using inferential analysis. The function of normality test is to know

whether the sample is in normal distribution or not, while homogeneity test is

to know whether the data are homogeneous or not. The description of each test

is as follows:

1. Normality Test

The sample is on normal distribution if Lo (L obtained) is lower than Lt at

the level of significance (a) = 0.05 or L0 <Lt.

No Data The number

of Sample

L obtained

(Lo)

L Table

(Lt)

Alfa

(a)

Distribution of

Population

1 A1B1 16 0.1368 0.213 0.05 Normal

2 A1B2 16 0.1448 0.213 0.05 Normal

3 A2B1 16 0.1330 0.213 0.05 Normal

4 A2B2 16 0.1490 0.213 0.05 Normal

5 A1 32 0.1394 0.157 0.05 Normal

6 A2 32 0.0844 0.157 0.05 Normal

7 B1 32 0.1279 0.157 0.05 Normal

8 B2 32 0.0890 0.157 0.05 Normal

Table 4.9. The Normality Test


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2. Homogeneity Test

The purpose of homogeneity test is to know that the data are

homogenous. If co2 is lower than ct

at the level of significance (α = 0.05 or

co2 < ct, it can be concluded that the data are homogenous.

Sample Df 1/(df) Si2 Log Si2 (df) log Si2

16 (A1B1) 15 0.067 37.07 1.569 23.535

16 (A2B1) 15 0.067 31.36 1.496 22.44

16 (A1B2) 15 0.067 19.13 1.282 19.23

16 (A2B2) 15 0.067 30.52 1.485 22.275

87.48

Table 4.10. The Homogeneity Test

co2 = {ln10}{B – (SlogSi x n-1)}

= 2.3026 (88.2068 – 87.4832)

= 2.3026 (0.7268)

= 1.674

Based on the calculation above, it can be seen that the co2 (1.674) is

lower than ct at the level of significance (a) 5% = 7.815. Because co2 < ct

(1.674 < 7.815), the data are homogenous.


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C. Hypothesis Test

After knowing that the data are normal and homogeneous, hypothesis

testing can be conducted. The data analysis is done by using multifactor

analysis of variance (ANOVA) 2 x 2. H0 is rejected if Fo> Ft, it means that

there is a significant difference. After knowing that H0 is rejected, the analysis

is continued to know the difference between the two groups and cells using

Tukey test. To know which group is better, the mean scores of the groups and

cells are compared. The 2x2 ANOVA and Tukey test are listed follows:

1. Summary of a 2 x 2 Multifactor Analysis of Variance

Method

Self-Act IBT (A1) GTM (A2) Sum

High (B1)

Group 1 Group 2 Data = 16 Data = 16 Data = 32 SX= 1224 SX = 1149 SX = 2373 = 76.50

= 71.81

= 74.16

SX2 = 94192 SX2 = 82983 SX2 = 177175

Low (B2)

Group 3 Group 4 Data = 16 Data = 16 Data = 32 SX= 1004 SX = 1026 SX = 2030 = 62.75

= 66.13

= 63.44

SX2 = 63288 SX2 = 66250 SX2 = 129538

Total

Data = 32 Data = 32 Data = 64 SX= 2228 SX = 2175 SX = 4403 = 69.63

= 66.97

= 68.80

SX2 = 157480 SX2 = 149233 SX2 = 306713 Table 4.11. Multifactor Analysis of Variance Mean score

X X X

X X X

X X X


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Source of Variance SS df MS F Ft 0.05 Ft 0.01

Between columns 243.89 1 243.89 8.26 3.92 7.08

Between rows 1638.27 1 1638.27 55.51 3.92 7.08

Column by row (interaction) 247.02 1 247.02 8.37 3.92 7.08

Between group 2029.17 3 676.39 - - -

Within group 1771.19 60 29.51 - - -

Total 3800.36 63 - - - -

Table 4.12. Multifactor Analysis of Variance

Based on the table above, it can be concluded that:

a) Because Fo between column (8.26) is higher than Ft at the level of

significance (a) = 0.05 (3.92) and Ft at the level of significance (a) = 0.01

(7.08), the difference between columns is significant. It can be concluded

that the methods of teaching reading are different significantly from one

another, and therefore the null hypothesis which states that Inquiry-based

teaching is not significantly different from Grammar translation method is

rejected. The mean score of students who are taught using Inquiry-based

teaching (69.63) is higher than the mean score of students who are taught

using Grammar translation method (66.97). It can be concluded that

Inquiry-based teaching is more effective than Grammar translation method

to teach reading.

b) Because Frow between rows (55.51) is higher than Ft at the level of


(7.08), the difference between rows is significant. It can be concluded that


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the students who have high Self-actualization and those who have low

Self-actualization are significantly different in their reading ability, and

therefore the null hypothesis which states that students who have high

Self-actualization are not different significantly from students who have

low Self-actualization is rejected. The mean score of students having high

Self-actualization in reading (74.16) is higher than those having low Self-

actualization in reading (63.44). It means that students having high Self-

actualization have better reading comprehension than those who having

low Self-actualization in reading.

c) Because Finteraction between group (8.37) is higher than Ft at the level of


(7.08). It can be concluded that there is an interaction between the teaching

methods and students’ Self-actualization, and therefore the null hypothesis

which states that there is no interaction between teaching methods and

students’ self-actualization is rejected. Thus, it can be stated that the

effectiveness of teaching methods depends on the degree of students’ Self-

actualization.

2. Summary of Tukey Test

The finding of q 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.


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Between group qo qt 0.05 Significantly Meaning

A1 – A2 2.95 2.86 Significant A1 > A2

B1 – B2 11.16 2.86 Significant B1 > B2

A1B1 – A2B1 3.46 3.00 Significant A1B1 > A2B1

A1B2 – A2B2 3.28 3.00 Significant A1B2 < A2B2

Table 4.13. Summary of Tukey Test

a. Using Inquiry-Based Teaching compared with Grammar Translation

Method

qA = n / anceerror vari

)X-X( A2A1

= 29.51/32

97.6663.69 -

= 2.95

Because q between column (2.95) is higher than qt at the level of

significance (a) = 0.05 (2.86), it means that the effect of teaching

reading using Inquiry-based teaching to the eleventh grade students of

SMA Muhammadiyah 1 Sragen in the academic year of 2011/2012

differs significantly from Grammar translation method. The mean

score of A1 (69.63) is higher than the mean score of A2 (66.97), it can

be concluded that Inquiry-Based Teaching is more effective than

Grammar Translation Method. It can be concluded that Inquiry-based

teaching is more effective than Grammar translation method to teach

reading.


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b. Students who have high Self-actualization compared with students who

have low Self-actualization.

qB = n / anceerror vari

)X-X( B2B1

= 29.51/32

44.6316.74 -

= 11.16

Because q between row (11.16) is higher than qt at the level of significance

(a) = 0.05 (2.86), the students having high Self-Actualization differ

significantly from those having low Self-Actualization for reading test.

Because the mean score of B1 (74.16) is higher than the mean score of B2

(63.44), it can be concluded that the students having high Self-

Actualization have better reading comprehension than those having low

Self-Actualization.

c. Using Inquiry-based teaching compared with Grammar translation method

for students who having high Self-actualization.

qHRH = n / anceerror vari

)X-X( A2B1A1B1

=29.51/16

81.7150.76 -

= 3.46

Because q between cells (3.46) is higher than qt at the level of significance

(a) = 0.05 (3.00), Inquiry-Based Teaching differs significantly from

Grammar Translation Method for students who have High Self-

Actualization. Because the mean score of A1B1 (76.50) is higher than the


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mean score of A2B1 (71.81), it can be concluded that Inquiry-Based

Teaching is more effective than Grammar Translation Method to teach

reading for students having High Self-Actualization.

d. Using Inquiry-based teaching compared with Grammar translation method

for students who having low Self-actualization.

qLRH = [ ]

n / anceerror vari

)X-X( A1B2A2B2

=29.51/16

75.6213.66 -

= 3.28

Because q between columns (3.28) is higher than qt at the level of

significance (a) = 0.05 (3.00), Inquiry-Based Teaching differs

significantly from Grammar Translation Method for students having Low

Self-Actualization. Because the mean score of A2B2 (66.13) is higher than

the mean score of A1B2 (62.75), it can be concluded that Grammar

Translation Method is more effective than Inquiry-Based Teaching to

teaching reading for students having Low Self-Actualization.

e. Based on the result of point c and d, that is Inquiry-based teaching is more

effective than Grammar translation method to teach reading for students

having high Self-actualization and Grammar translation method is more

effective than Inquiry-based teaching to teach reading for students having

low Self-actualization, therefore it can be concluded that there is an

interaction between teaching methods and students’ Self-actualization to

teach reading.


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D. Discussion

This research is one of the efforts to generate some improvement in

teaching reading to the eleventh grade students. It has been discussed in the

previous chapter that using Inquiry-based teaching is one of the alternative to

obtain the intention. The following is the elaboration discussions of the

research findings.

1. Using Inquiry-based teaching is more effective than Grammar translation

method.

Based on the finding of the study, the researcher draws a

conclusion that the implementation of Inquiry-based teaching is more

effective than using Grammar translation method to help students in

improving their reading skill. (Audet, Richard H. and Linda K. Jordan,

eds. Integrating Inquiry Across the Curriculum, 2005: 45) state that to

thrive in an inquiry teaching-learning environment, students need the

support of their educators, community, and family. Inquiry-based teaching

is one term used to describe educational approaches that are driven more

by a learner's questions than by a teacher's lessons.

Using Inquiry-based teaching as a teaching technique helps the

students developing their readings skill. The cycle of inquiry has 5 global

steps: Ask, Investigate, Create, Discuss and Reflect. Start from Ask,

begins with student's curiosity about the text, ideally with their own

questions. Then investigate and create that lead to seek and creating

information about main idea, author purpose, references, explicit, implicit


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information, and understanding vocabulary in the text. The next step is

discussion. At this point, students share their ideas about understanding

the text, and ask each others about their own experiences in investigations

and create steps. The last step is reflecting. In this stage, students review

about their understanding the text. Students find the problems and

solutions that occur during reading process. Students try to solve their

problem in reading a whole of the text.

Otherwise, Grammar translation method is classical method,

focusing on grammatical rules, memorization of vocabularies, translation

of the texts and written exercises. The students wait until all the words are

translated by the teacher to get message of the text given to them. This

technique does not maximal to promote achievement in creativity, thinking

and problem solving. Therefore, using Inquiry-based teaching is more

effective than Grammar translation method.

2. The students who have high Self-actualization have better reading

comprehension than those who have low Self-actualization.

The students who have high Self-actualization are indicated by

high potential in improving themselves and high willingness to be

recognized by others, especially in reading comprehension. Maslow in

article (Toward a Psychology of Being, 1970) explicitly defines self-

actualization to be the desire for self-fulfillment, namely the tendency for

him (the individual) to become actualized in what he is potentially. This

tendency might be phrased as the desire to become more and more what


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one is, to become everything that one is capable of becoming. Maslow

(1970: 150) also states that people need Self-actualization to do something

in accordance with their talent and self-potential to develop themselves

maximally.

Meanwhile, the students who have low Self-actualization can be

seen from the low potential they have. They can also be seen from the low

desire to be recognized by other people. They do not care whether they are

recognized of having talent in reading or not. Someone who has low Self-

actualization bring him/her having low self-confidence because he/she

does not trust on their own ability in reading.

Thus, it can be concluded that the students having high Self-

actualization have better reading comprehension than those students

having low Self-actualization.

3. There is an interaction between teaching method and students’ Self-

actualization in teaching reading.

Selecting the suitable method of teaching will also help the

students to understand the reading text easily. In (John Dewey, Inquiry

Page Version, 2010) Inquiry-based teaching method, the students are

invited to conduct in understanding the text trough 5 steps inquiry. Start

from Ask, begins with student's curiosity about the text, ideally with their

own questions. Then investigate and create that lead to seek and creating

information about main idea, author purpose, references, explicit, implicit

information, and understanding vocabulary in the text. The next step is


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discussion. At this point, students share their ideas about understanding

the text, and ask each others about their own experiences in investigations

and create steps. The last step is reflecting. In this stage, students review

about their understanding of the text. Students find the problems and

solutions that occur during reading process. Inquiry-based teaching

method is more effective than Grammar translation method for students

having high self-actualization because the students who have high self-

actualization are indicated by high potential in improving themselves and

high willingness to be recognized by others, especially in reading

comprehension. The students with high self-actualization are possible to

maximize their potential ability in reading. Therefore, Inquiry-based

teaching method is more effective than Grammar translation method to

teach the students having high self-actualization.

Grammar translation method is more effective than Inquiry-

based teaching method for the students having low self-actualization. The

students who have low self-actualization can be seen from the low

potential that they have. They are seen from the low desire to forward in

reading comprehension. They do not care whether they are recognized of

having talent in reading or not. In (Diane Larsen-Freeman’s 1986

textbook, Techniques and Principles of Second Language Teaching) stated

that Grammar is taught to them so they learn the basis of the foreign

language and many exercises are practiced which are a good stimulant to

develop their inference abilities, lots of exercises consisting in translating


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or writing provide the students with a good mental practice in order to

improve the ease of switching from one language to the other. Students

who have low self-actualization need more attention from teacher, because

the students who have low self-actualization did not believe to the ability

that they have. Grammar translation method is teacher centered method.

Therefore, Grammar translation method is more effective for students

having low self-actualization.

In the end, it can be conclude that, there is an interaction between

teaching method and self-actualization in teaching reading.


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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

Based on the result of the data analysis, the writer states that the

research findings are as follows:

1. Inquiry-based teaching is more effective than Grammar translation

method to teach reading for the eleventh grade students of SMA

Muhammadiyah 1 Sragen in the academic year of 2011/2012,

2. The students having high self-actualization have better reading

comprehension than students having low self-actualization for the

eleventh grade students of SMA Muhammadiyah 1 Sragen in the

academic year of 2011/2012,

3. There is an interaction between the two variables, the teaching methods

and students’ self-actualization in teaching reading for the eleventh

grade students of SMA Muhammadiyah 1 Sragen in the academic year

of 2011/2012.

a) Inquiry-based teaching is more effective than Grammar translation

method to teach reading for students having high Self-actualization.

b) Grammar translation method is more effective than Inquiry-based

teaching to teach reading for students having low Self-actualization.

Based on the research findings above, it can be concluded that in

general Inquiry-based teaching is an effective method to teach reading. There


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is an interaction between the teaching methods and students’ self-actualization

in teaching reading for the eleventh grade students of SMA Muhammadiyah 1

Sragen in the academic year of 2011/2012. For the students who have high

self-actualization Inquiry-based teaching is more effective than Grammar

translation method in teaching reading. But Grammar translation method is

more effective than inquiry-based teaching in teaching reading for students

who have low self-actualization. It means that the effectiveness of the method

depends on the degree of the students’ self-actualization.

B. Implication

The methods used in this research are Inquiry-based teaching and

grammar translation method. The application of the method is also viewed

from students’ self-actualization.

The result of this research indicates that using inquiry-based teaching

method in teaching reading for the eleventh grade students of SMA

Muhammadiyah 1 Sragen in the academic year of 2011/2012 is an effective

teaching. A teacher who teaches reading gives students the opportunity to

develop their own ideas. Inquiry-based teaching is one of teaching method

requiring high self-actualization in learning. In Inquiry-based teaching

method, the students are invited to conduct in understanding the text trough 5

steps inquiry. Start from Ask, begins with student's curiosity about the text,

ideally with their own questions. Then investigate and create that lead to seek

and creating information about main idea, author purpose, references, explicit,


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implicit information, and understanding vocabulary in the text. The next step

is discussion. At this point, students share their ideas about understanding the

text, and ask each others about their own experiences in investigations and

create steps. The last step is reflecting. In this stage, students review about

their understanding of the text. Students find the problems and solutions that

occur during reading process. Inquiry-based teaching method is more effective

than Grammar translation method for students having high self-actualization

because the students who have high self-actualization are indicated by high

potential in improving themselves and high willingness to be recognized by

others, especially in reading comprehension. The students with high self-

actualization are possible to maximize their potential ability in reading.

Therefore, Inquiry-based teaching method is more effective than Grammar

translation method to teach the students having high self-actualization. In

other hand grammar translation method is more effective than Inquiry-based

teaching for the students who have low self-actualization, because the students

are only asked to analyze the rule of grammar, memorize the vocabularies, and

translate the text given. So, Grammar translation method activities are suitable

for the students who have low self-actualization.

C. Suggestion

1. For Teachers

a. Teacher can use inquiry-based teaching to teach reading to improve

students reading comprehension.


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b. Teacher should consider that self-actualization is one of factors that

can influence the students’ reading ability.

c. Teacher should give extra attention for students having low self-

actualization, so the students can improve their reading level and come

to get better achievement.

2. For Students

a. The students have to be more active in joining the English lesson in the

classroom, so they will improve their reading ability.

b. The students who still have low ability in reading have to be more

active in training themselves in understanding the English text in

reading activities.

3. For further researchers

a. The further researchers who want to conduct the research can use the

result of this research as a basic way for conducting the research more

detail.

b. The further researchers can use it as a reference for other studies.

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