POSTGRADUATE PROGRAM SURAKARTA MUHAMMADIYAH …eprints.ums.ac.id/33846/3/HALAMAN DEPAN.pdf · ix...

THE EFFECTIVENESS OF TEACHING READING SKILL USING

QAR (QUESTIONS-ANSWER RELATIONSHIP) METHOD: AN

EXPERIMENTAL STUDY AT SMK AS SALAAM

SUKOHARJO

(An Experimentation Study Employing Different Learning Strategies)

T H E S I S

Proposed to

Postgraduate Program of Language Study of Muhammadiyah University of

Surakarta to Fulfil One of the Requirements in Getting Master Degree

in English Language Teaching

by:

AMINUDIN NOOR

S. 200 060 003

MASTER DEGREE OF LANGUAGE STUDY

POSTGRADUATE PROGRAM

SURAKARTA MUHAMMADIYAH UNIVERSITY

2015

ii

NOTA PEMBIMBING

Prof. Dr. Endang Fauziati, M.Hum.

Dosen Pascasarjana Program Pengkajian Bahasa

Universitas Muhammadiyah Surakarta

Nota Dinas

Hal. : Tesis Saudara Aminudin Noor

Kepada Yth.

Direktur Program Pengkajian Bahasa Program Pascasarjana


Assalamu’alaikum wr. wb.

Setelah membaca, meneliti, mengoreksi dan mengadakan perbaikan seperlunya

terhadap tesis saudara :

Nama : Aminudin Noor

NIM : S. 200 060 003

Program Studi : Pascasarjana Pengkajian Bahasa

Konsentrasi : Pengkajian Bahasa Inggris

Judul : The Effectiveness of Teaching Reading Skill Using

QAR (Questions-Answer Relationship) Method: An

Experimental Study At SMK As Salaam Sukoharjo

Dengan ini kami menilai tesis tersebut dapat disetujui untuk diajukan dalam

Sidang Ujian Tesis pada Program Pengkajian Bahasa Program Pascasarjana

Universitas Muhammadiyah Surakarta.

Wassalamu’alaikum wr. wb.

Surakarta, Agustus 2014

Pembimbing Utama

Prof. Dr. Endang Fauziati, M.Hum.

iii

NOTA PEMBIMBING

Dr. M. Thoyibi, M.S.

Dosen Pascasarjana Program Pengkajian Bahasa


Nota Dinas

Hal. : Tesis Saudara Aminudin Noor

Kepada Yth.

Direktur Program Pengkajian Bahasa Program Pascasarjana


Assalamu’alaikum wr. wb.

Setelah membaca, meneliti, mengoreksi dan mengadakan perbaikan seperlunya

terhadap tesis saudara :

Nama : Aminudin Noor

NIM : S. 200 060 003

Program Studi : Pascasarjana Pengkajian Bahasa

Konsentrasi : Pengkajian Bahasa Inggris

Judul : The Effectiveness of Teaching Reading Skill Using

QAR (Questions-Answer Relationship) Method: An

Experimental Study At SMK As Salaam Sukoharjo

Dengan ini kami menilai tesis tersebut dapat disetujui untuk diajukan dalam

Sidang Ujian Tesis pada Program Pengkajian Bahasa Program Pascasarjana

Universitas Muhammadiyah Surakarta.

Wassalamu’alaikum wr. wb.

Surakarta, Agustus 2014

Pembimbing Pendamping

Dr. M. Thoyibi, M.S.

ii

iv

ACCEPTANCE




SUKOHARJO

Prepared by

AMINUDIN NOOR

Accepted by the Board of Examiners

Postgraduate Program of English Language Study

Muhammadiyah University of Surakarta

Boards of Examiners

Chair Person

Prof. Dr. Endang Fauziati, M. Hum. ...................................................

Pembimbing Pendamping I

. ................................................ ...................................................

Member

.

Dr. M. Thoyibi, M.S. ...................................................

Surakarta, .....................2013


Postgraduate Program

Director

Prof. Dr. H. Khudzaifah Dimyati, S. H., M. Hum.

v

APPROVAL




SUKOHARJO

Submitted to

Postgraduate Program of Language Study


by:

AMINUDIN NOOR

NIM : S. 200 060 003

This thesis has been approved by:

Surakarta, August 2014

Approved by:

Consultant I Consultant II

Prof. Dr. Endang Fauziati, M.Hum. Dr. M. Thoyibi, M.S.

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PRONOUNCEMENT

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

EFFECTIVENESS OF TEACHING READING SKILL USING QAR

(QUESTIONS-ANSWER RELATIONSHIP) METHOD: AN EXPERIMENTAL

STUDY AT SMK AS SALAAM SUKOHARJO.” It is not a plagiarism or made

by others. Anything related to others work is written in quotation, the source of

which is listed on the biography.

If then this pronouncement proves wrong. I am ready to accept any

academic punishment, including withdrawal or cancellation of my academic

degree.

Surakarta, June 24 th

2015

Aminudin Noor

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MOTTO

“ Allah akan meninggikan orang-orang yang beriman di antara kamu dan orang-orang

yang berilmu pengetahuan beberapa derajat”

(Q.S. Al Mujadalah: 111)

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DEDICATION

I dedicate this simple work for:

My beloved wife;

Mom and dad who love and guide

me with their patiences and prayers

My coleagues in SMK Assalaam

Sukoharjo

My beloved almamater

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ABSTRACT

Aminudin Noor. S.200 060 003. The Effectiveness of Teaching Reading Skill

Using QAR (Questions-Answer Relationship) Method: An Experimental Study

at SMK As Salaam Sukoharjo. Thesis. Postgraduate Program of Language

Study of Muhammadiyah University of Surakarta. 2015.

The objectives of the research are to find out: 1) whether or not the method

of QAR is effective in improving students’ reading skill; and 2) whether or not the

method of QAR is effective in improving students’ learning motivation in reading

of the of Xth

grade students of SMK As Salaam of Sukoharjo Academic Year of

2011/2012.

The type of the research is quantitative research with descriptive

comparative in nature. The design of the research is using quasi experimental

design. A quasi experimental design requires at least two groups included in the

study, namely a control group and an experimental group. The research was

undertaken at SMK As Salaam of Sukoharjo. The subjects of the research are X

grade students of SMK Assalaam Sukoharjo in Semester I academic year

2011/2012. The techniques of collecting data in the research comprises of

observation, questionnaire, test, and document. The data analysis technique

employed is individual t test.

The research concludes that: 1) The implementation of teaching reading

using QAR method in improving students reading skill and learning motivation in

reading was done by questioning strategy emphasizing that a relationship exists

between the question, the text, and the background of the reader. In this method,

the teacher introduced students to the basic principle underlying QAR, namely

generating and answering questions that are drawn on two core sources of

information. These sources are the texts that students read and their background

knowledge and experiences; or, in the language of QAR, information that is In the

Book or In My Head, respectively. The method of QAR in teaching reading skill

effective in improving students’ reading skill. It is demonstrated with the post

tests results that showed a significant difference in reading score averages

between the control and experiment groups, with the t statistic result of -2.178 that

is significant at significance level of 5%; and 2) The method of QAR in teaching

reading skill effective in improving students’ learning motivation in reading. It is

demonstrated with the average score in learning motivation between the groups

that showed a significant difference, namely the t statistic result of -4.282 that is

significant at significance level of 5%.

Keywords: QAR method, effectiveness, reading skill.

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ACKNOWLEDGEMENT

Assalamu’alaikum Warahmatullahi Wabarakatuh.

First of all, the writer prays to Allah SWT., the God Almighty that he can

finally finish thesis as a partial fulfilment of the requirements for Graduate Degree

of Education in English.

In doing this work, the writer realizes that he is unable to finish it without

contributions, helps, suggestions, and comments from many people. He is greatly

indebted to them. Therefore, in this opportunity he would like to express his

gratitude to.

1. Prof. Dr. H. Bambang Setiaji, the Rector of Muhammadiyah University of

Surakarta, for his permission to administer the research.

2. Prof. Dr. H. Khudzaifah Dimyati, S.H., M.Hum., the Director of

Postgraduate Program of Muhammadiyah University of Surakarta for his

permission to administer the research.

3. Prof. Dr. Markhamah, M. Hum., the Head of English Education of

Postgraduate Program of Muhammadiyah University of Surakarta, for her

permission to administer the research.

4. Prof. Dr. Endang Fauziati, M. Hum., the Main Consultant, for her guidance

and assistance in writing the thesis.

5. Dr. M. Thoyibi, M.S., the Second Consultant, for his guidance and assistance

in writing the thesis.

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6. All the lecturers of English Education of Postgraduate Program of

Muhammadiyah University of Surakarta, for the knowledge transferred during

the study.

7. All the staff members of English Education of Postgraduate Program of

Muhammadiyah University of Surakarta, for the service and help.

8. Drs. M. Rokhimullah, M.Pd., the Head of SMK As Salaam, Pabelan,

Sukoharjo, for his permission to administer the research.

9. My beloved Mother and Father, my beloved wife, Fitri Ayuningsih, S. Pd.,

and my Son Althaf, for their prayer to the writer to finish his study

successfully.

There’s nothing perfect in the world except Allah SWT, and neither is this

thesis. However, the writer do hopes that this thesis will be able to give useful

contribution and idea to improve the English teaching learning process.

At last, the writer would like to express his deep gratitude to those who have

helped him so that he can accomplish this thesis. He really thanks so much to each

of them.

Wassalamu’alaikum Warahmatullahi Wabarakatuh.

Surakarta, June 2015

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TABLE OF CONTENT

Page

TITTLE ............................................................................................................ i

CONSULTANT MEMO .................................................................................. ii

ACCEPTANCE ............................................................................................... iii

APPROVAL ..................................................................................................... iv

PRONOUNCEMENT ...................................................................................... v

MOTTO ........................................................................................................... vi

DEDICATION ................................................................................................. vii

ABSTRACT ..................................................................................................... viii

ACKNOWLEDGEMENT ............................................................................... ix

TABLE OF CONTENT ................................................................................... xi

LIST OF TABLES ........................................................................................... xv

LIST OF FIGURES ......................................................................................... xvii

APPENDICES ................................................................................................. xviii

CHAPTER I INTRODUCTION

A. Background of the Study ................................................... 1

B. Limitation of the Study ..................................................... 9

C. Research Questions ........................................................... 9

D. Objectives of the Study ..................................................... 10

E. Benefits of the Study ......................................................... 10

CHAPTER II REVIEW ON RELATED LITERATURE

A. Previous Study .................................................................. 12

B. Theoretical Background ................................................... 16

1. Reading Skill ............................................................... 17

a The Notion of Reading .......................................... 17

b Sub Skills of Reading ............................................ 18

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2. Teaching Reading........................................................ 21

a Goals of Teaching Reading ................................... 21

b Methods of Teaching Reading .............................. 24

3. QAR Method ............................................................... 29

a The Notion of QAR Method ................................. 29

b The Principles of QAR Method ............................ 30

c The Procedures of QAR Method .......................... 31

4. Learning Motivation.................................................... 33

a The Notion of Motivation ..................................... 33

b Assessing Students’ Motivation ............................ 37

C. Research Hypotheses ........................................................ 38

CHAPTER III RESEARCH METHODOLOGY

A. The Type of the Research ................................................. 40

B. The Design of the Research .............................................. 40

C. The Setting of the Research .............................................. 41

1. Setting of Place .......................................................... 41

2. Setting of Time ............................................................ 41

3. Subject of the Research ............................................... 42

D. Research Variables ............................................................ 42

1. The Dependent Variables ........................................... 43

a Students’ Reading Skill ......................................... 43

b Students’ Learning Motivation ............................ 44

2. The Independent Variable ........................................... 44

E. The Data Collecting Techniques ....................................... 45

1. Observation ................................................................. 45

2. Questionnaire .............................................................. 45

3. Test .............................................................................. 45

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4. Document .................................................................... 46

F. Research Instruments ........................................................ 46

G. The Validity and Reliability of the Instruments ................ 46

1. The Validity Test......................................................... 47

2. The Reliability Test .................................................... 47

3. The Results of Validity and Reliability Tests ............. 48

H. The Data Analysis Technique ........................................... 51

1. Assumption tests ......................................................... 52

a Normal Test ............................................................. 52

b Independence Test ................................................... 52

c Homogeneity Test ................................................... 52

2. The Hypothesis Testing............................................... 53

I. Research Procedures ......................................................... 54

1. Determining Groups .................................................... 54

2. Pre-experimental Treatment ........................................ 54

3. During Experiment Treatment .................................... 55

4. Post-experimental Treatment ...................................... 56

CHAPTER IV RESEARCH FINDINGS

A. Data Display ...................................................................... 57

1. The Students’ Reading Skill........................................ 57

2. The Students’ Learning Motivation ............................ 68

B. Data Analysis .................................................................... 77

1. The Assumption Tests ................................................. 77

2. The Hypothesis Testing............................................... 81

C. Discussion of the Research Findings ................................ 94

1. The Method of QAR is Effective to Improve

Students’ Reading Skill ............................................... 94

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2. The Method of QAR is Effective to Improve

Students’ Learning Motivation in Reading ................. 96

D. The Research Limitations ................................................. 99

CHAPTER V CONCLUSION

A. Conclusion ........................................................................ 100

B. Implication ........................................................................ 101

C. Suggestions ....................................................................... 101

BIBLIOGRAPHY

APPENDICES

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LIST OF TABLES

Page

Table 2.1 Using QAR to Frame Comprehension Method Instruction .......... 31

Table 3.1 The Research Schedule ................................................................. 42

Table 3.2 The Validity Test Results for Reading Skill Instrument ............... 49

Table 3.3 The Validity Test Results for Learning Motivation Questionnaire 51

Table 4.1 Students’ Reading Skills of Pre and Post-tests for Control and

Experiment Groups ....................................................................... 58

Table 4.2 The Students’ Reading Skills of the Control Group Prior to the

Treatment ...................................................................................... 60

Table 4.3 The Students’ Reading Skills of the Experiment Group Prior to the

Treatment ...................................................................................... 62

Table 4.4 The Students’ Reading Skills of the Control Group in the Post-test 64

Table 4.5 The Students’ Reading Skills of the Experiment Group in the

Post-test ......................................................................................... 66

Table 4.6 The Students’ Learning Motivation of Prior and Post Treatment

for Control and Experiment Groups .............................................. 68

Table 4.7 The Students’ Learning Motivation of the Control Group Prior to

the Treatment................................................................................. 69

Table 4.8 The Students’ Learning Motivation of the Experiment Group

Prior to the Treatment ................................................................... 71

Table 4.9 The Students’ Learning Motivation of the Control Group Post of

the Treatment................................................................................. 73

Table 4.10 The Students’ Learning Motivation of the Experiment Group

Post of the Treatment .................................................................... 75

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Table 4.11 The Summary of Students’ Reading Skills Data ........................... 77

Table 4.12 The Summary of Students’ Learning Motivation Data ................. 77

Table 4.13 The Normal Tests Results ............................................................. 78

Table 4.14 The Homogeneity Tests Results .................................................... 80

Table 4.15 The Students’ Reading Skills Prior to the Treatment .................... 82

Table 4.16 The Students’ Learning Motivation Prior to the Treatment .......... 84

Table 4.17 The Summary of ANOVA tests Prior to the Treatment ................ 85

Table 4.18 Students’ Reading Skills of Pre and Post-tests of the Control and

the Experiment Groups.................................................................. 86

Table 4.19 Students’ Learning Motivation of Prior and Post of the

Treatment of the Control and the Experiment Groups .................. 88

Table 4.20 The Summary of Paired Sample t tests Results............................. 90

Table 4.21 The Students’ Reading Skills and Learning Motivation Post of

the Treatment................................................................................. 92

Table 4.22 The Summary of Independent Samples t tests Results ................. 93

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LIST OF FIGURES

Page

Figure 2.1 The Core of Question Answer Relationship ............................... 30

Figure 2.2 The Categories in Questions Construction ................................. 32

Figure 2.3 The Rationale Flow Chart ........................................................... 39

Figure 4.1 The Diagram of Students’ Reading Skill in Pre-test for Control

Group .......................................................................................... 61

Figure 4.2 The Diagram of Students’ Reading Skill in Pre-test for

Experiment Group ....................................................................... 63

Figure 4.3 The Diagram of Students’ Reading Skill in the Post-test for

the Control Group ....................................................................... 65

Figure 4.4 The Diagram of Students’ Reading Skill in the Post-test for

the Experiment Group ................................................................. 67

Figure 4.5 The Diagram of the Students’ Learning Motivation Prior to the

Treatment for the Control Group ................................................ 70

Figure 4.6 The Diagram of the Students’ Learning Motivation Prior to the

Treatment for the Experiment Group .......................................... 72

Figure 4.7 The Diagram of the Students’ Learning Motivation Post of the

Treatment for the Control Group ................................................ 74

Figure 4.8 The Diagram of the Students’ Learning Motivation Post of the

Treatment for the Experiment Group .......................................... 76

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