CHAPTER I
INTRODUCTION
A. Background of the Study
Everybody knows that language cannot be apart from human life. People need language for communication with each other. By using language, people can express their ideas and feeling. Therefore, language has a central role in students’ social and emotional development. It can support them in learning all subject matters.
English is one of international languages. This language is used all over the world. As a result, Indonesian government has decided that English is foreign languagein Indonesia. In addition, it is the first foreign language taught as a compulsory subject in junior high school, senior high school and university in Indonesia.
In learning language, there are four skills should be mastered by students, such as listening, speaking, reading and writing. These four skills should be involved by teacher in process of teaching and learning in a classroom. Speaking and writing refers to productive skills while reading and listening refers to receptive skills (Harmer, 2003).
Reading is one of language skillswhich is very important to be learnt by students. Through this activity, students can improve their own language and experience. They will get information and ideas which they need to know. Moreover, they will be able to know what they do not know before.
In reading, there are many kinds of reading text, such as narrative, recount, report, descriptive, explanation, analytical exposition, hortatory exposition, procedure, discussion,news item and so forth. Narrative text is one of genre of text should be taught to students of senior high school especially in tenth graders.
In teaching reading, teachers use several methods which are suitable with senior high school students. Moreover, some methods in cooperative learning can be good methods in teaching learning process such as Student Team Learning (STL), Student Team Achievement Division (STAD), Team Games Tournament (TGT), Learning Together, Complex Instruction, and Jigsaw.These methods engage small group consist of four until six members. In the other hand, there is a method whichconsists of just two members in a group (dyad) and the technical implementation is highly structured. This peer method is calling with a term Structure Dyadic method (Slavin, 2005).
Structure Dyadic method is one of suitable method in teaching narrative text. In this method, each member of a group will be as a teacher and a student. After both of them read a narrative text, they will teach each other until they get comprehension on the text.According to Slavin (2005), studentswho understand narrative text through Structure Dyadic method comprehend text better than students who do not use it. Their memory can go along with in narrative text.
From the previous elaboration, the present researcher is interested in investigatingthe effect of Structure Dyadic method on the reading comprehension of narrative text of the tenth graders of MA NW UnwanulFalahPao’ Lombok in the school year 2013-2014.
B. Scope of the Study
This study is limited to the research subject and object. The subject of the study is the tenth graders of MA NW UnwanulFalahPao’ Lombok in the school year 2013-2014 and the object of this study is the effect of Structure Dyadic method on the students’ reading comprehension of narrative text. The topic of narrative text is animals’ story (fable).
C. Statement of the Problems
The problems are formulated in form of questions:
1. Is there any effect of Structure Dyadic method on the reading comprehension of narrative text of the tenth graders of MA NW UnwanulFalahPao’ Lombok in the school year 2013-2014?
2. To what extent is the effect of Structure Dyadic method on the reading comprehension of narrative text of the tenth graders of MA NW UnwanulFalahPao’ Lombok in the school year 2013-2014?
D. Purposes of the Study
Based on the statement of the problems, the purposes of the study are to find out the effect of Structure Dyadic method on the reading comprehension of narrative text of the tenth graders of MA NW UnwanulFalahPao’ Lombokin the school year 2013-2014and to find out the extent of the effect of Structure Dyadic method on the reading comprehension of narrative text of the tenth graders of MA NW UnwanulFalahPao’ Lombokin the school year 2013-2014.
E. Significances of the Study
The result of this research is expected to give contribution for the readers. Firstly, for teacher in senior high school, it will give information to teachers whether Structure Dyadic method have effect or not in teaching reading especially in the students’ reading comprehension of narrative text. Secondly, for further researcher, it will contribute more information to solve the same problem in different field/skill.
CHAPTER II
REVIEW OF LITERATURE AND HYPOTHESIS
A. Reading
1. The Nature of Reading
Reading is the one of four language skills. It is the first direct communication of students to acquire their language development. After years of listening and speaking, students further goes to school where for the first time,they learn to read before writing.
Reading is a process in which done by reader to get message or information from the writer through printed media. It is very complex process in recognizing and comprehending written symbols which influenced by perceptual skill, decoding, experiences, language background, mind set and reasoning of reader (Tarigan, 2008).
According to Carrel (1988, p. 1), “reading is not passive but rather than active process. It is an active cognitive process of interacting print media in which monitory comprehension to build up meaning”. Moreover, Rahmatullah (2013) states that reading is the meaningful interpretation of printed or written verbal symbols. This activity is not simply looking. It is involves deriving meaning from printed words. It requires a high level of muscular coordination. The reader is not only seeing and identifying the symbols, but also understanding the meaning.
Based on the definition, present researcher concludes that reading is an active process of grasp new information which is needed by readers. It is an activity to understand the meaning of written or printed media.
2. The Importance of Reading
Reading is the way to get information from written media. Students will get knowledge by reading activitiesto motivate their learning, not only in formal education, but also in informal education. Therefore, reading is one of the urgent skills for students to obtain their success. Tarigan (2008) notes that by reading some information are given by the teacher through a text,students will find general information and experience which later they can increase their language skills such as listening, speaking and writing.
Teaching reading is very important for students. There are some reasons for this. The first reason is many English students need to read English text for their career, for study or simply for pleasure. The second reason is reading text also will help the students when they study writing.
Reading texts also provide good models for English writing (Harmer, 2003). If the students are familiar with texts’ form, teacher will be easier to teach them how to write the texts. The last is reading text also provide opportunities to study language: vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts (Harmer, 2003).
In a nutshell, when the students read a new text, they will find new vocabulary and different style of writing texts. Because of that, they can enrich their vocabulary includes the ability to use the appropriate diction. They will learn more about punctuation; strengthen their grammar understanding and know how to construct sentences, paragraph and text correctly.
3. Micro and Macro Skills of Reading
Brown (2003) explains that there are two kinds of skills that the reader should have. They are micro skill and macro skills.
a. Micro skills of reading
Here are some micro skills of reading:
1. Discriminating among the distinctive graphemes and orthographic pattern of English.
2. Retaining chunks of language of deference lengths in short-term memory.
3. Processing writing at an efficient rate of speed to suite the purpose.
4. Recognizing a core of word, and interpreting word order patterns and their significance.
5. Recognizing grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement, and pluralization), patterns, rules, and elliptical forms.
6. Recognizing that are particular meaning may be expressed in deferent grammatical forms.
7. Recognizing cohesive in written discourse and their rule in signaling the relationship between and among clauses.
b. Macro skills of Reading
Here are some macro skills of reading:
1. Recognizing the rhetorical forms of written discourse and their significance for interpretation.
2. Recognizing the communicative function of written text, according to form and purpose.
3. Inferring context that is not explicit using background knowledge.
4. From describe events, ideas, etc., inferring link and connection between events, deduce causes and effects, and detecting such relations as main idea, supporting idea, new information, generalization, and exemplification.
5. Distinguishing between literal and implied meaning.
6. Detecting cultural specific references and interpreting them in context of the appropriate cultural schemata.
7. Developing and using a battery of reading strategies, such as scanning and skimming, detecting discourse markers, guessing the meaning of word from context, and activating schemata for the interpretation of texts.
B. Aspect of Reading
In general, there are two important aspects of reading. Those are mechanical skills and comprehension skills.
1. Mechanical Skills
Tarigan (2008, p. 12) statesthat “characteristic of mechanical skills are considered in lower order”. The aspects arerecognizing the letter form, recognizing the elements of linguistic, recognizing the correlation between syllable and sound, and speed reading to lower rates.
a. Recognizing the letter form
Recognizing the letter form is a capability in knowing the form of letter such pictures, lines, and points in which have good arrangement. Teachers should be able to recognize the letter forms to the learner by introducing the purposes of letter that involves in a text.
b. Recognizing the elements of linguistic
Recognizing the elements of linguistic is a capability in relating the signs in paper such picture in language. It is done in order to comprehend the language because it’s impossible to learn reading comprehension without a capability on understanding the language. Based on the elements of linguistic formally, there are some elements of linguistic namely phoneme, word, phrase, sentence, paragraph, chapter or book.
c. Recognizing the correlation between syllable and sound
Teaching students to identify the correlation between syllable and sound is called phonics. Phonics is based on the systematic teaching of sound andletter’s relationships, as well as sound and spelling patterns.
d. The speed reading to lowerrates
Students can be fast or slow in reading text. They read fast to find out the information and writer’s idea. Then, they will slow in understanding those information and ideas more deeply.
2. Comprehension Skills
Tarigan (2008, p. 12) statesthat “characteristic of comprehension skills are considered in higher order”. The aspects of comprehension skills are comprehending the simple meaning, comprehending significance or meaning, evaluation or assessment, and flexibility of reading speed.
a. Comprehending the simple meaning
In understanding a text, students should know about lexical, grammatical, and rhetorical of a language being learning.
b. Comprehending significance or meaning
Reader or learner should know the writer’s purposes in the text such as to learn,to find out information, to be entertained, to reflect or asreligious practice. The purpose for reading is closely connectedto a person’s motivation for reading.By talking to students about the different purposes forreading, the students will become more aware of what to focus onthe text which they read.
c. Evaluation or assessment
In reading a text, students should know the content and the form of a text. Thereby, evaluation and assessment are needed to know the ability of students in understanding the content and the form of text.
d. Flexibility of reading speed
Flexibility of reading speed means that the learner should manage the time when they read a text. It is based on the situation and condition that they have at the time.
C. Reading Comprehension
According to Tarigan (2008), reading is a process in which done by reader to get message or information from the writer through printed media. It is very complex process in which recognize and comprehend written symbols are influenced by perceptual skill, decoding, experiences, language background, mind set and reasoning of reader.
Comprehension has same meaning with understanding. It is capability to grasp meaning in a text and also the writer’s idea. It is readers’ ability to understand the author’s message which is influenced by their background knowledge in the topic given by the text. According to Hornby (1995, p.235),“comprehension is means and has excessive aimed inimproving or testing one’s understands of a language whether written or spoken”. Comprehension is not only need in student’s reading activities, but also to measure the ability of each student in classroom.
Carrel (1988) states that “reading comprehension in general viewed is the resulting from the four way interaction between readers, text, task, and structured activity. The success of this interaction depends of the availability of quality of content and strategist schemata to new problem solving situations. Moreover, reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. It entails three elements: the reader who is doing the comprehending, the text that is to be comprehended, and the activities.
Considering this sentence whether it can be read and comprehended: “Apple banana blue walk tree happy sing”. Surely studentsare able to read each of the words in that sentence and understand what they meant independently. An apple is a fruit that is usually round and red, green or yellow. A banana is another fruit that is yellow. Blue is a color and so forth. However, when you look at the sentence as a whole, it does not make a sense. This nonsense sentence demonstrates the difference between being able to read words and comprehend text.
In short, reading comprehension is the act of understanding what readers are being read. It is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing.Without comprehension, reading is nothing more than tracking symbols on a page with eyes and sounding them out. People read for many reasons but understanding is always a part of their purpose. Reading comprehension is important because without it, reading doesn’t provide the reader with any information.
D. Teaching Reading in Senior High School
Senior high school students or teenagers are categorized into adolescents. In this period, teenagers like to spend their time for hanging around, friends, peers, and often disruptive behavior in class. However, they have a great capacity in teaching reading if the teacher can engage them.
Teaching reading to adolescents is different from teaching reading to children because adolescents have wider knowledge than children. Therefore, in teaching reading in senior high school, a teacher must choose some methods which are related to the topic and curriculum.
A teacher should be able to choose effective methods of teaching reading to expose every particular materialsince all methods have their advantages and disadvantages. Harmer (2001, p. 5) states that “a teacher has to be able to perform as controller, organizer, prompter, participant, resource, tutor, observer and model”. Thus, a teacher should be able act in different ways, not only as a teacher, but also as a guide, controller, even as a model. The teacher lets the students do what they should to do. In this case, students are the central of the class.
Brown (2003) suggests that teaching is guiding and facilitating learning, enabling the learner to learn, and setting the condition for learning. The teacher as facilitator should give the facility to the learners in learning process. The teacher must select the teaching material related to the learners’ need, and arrange them from the simple to the complex item. Therefore, in teaching reading process, the teacher has to pay attention to the learners’ personalities or individual differences, because students have different abilities and points of view, background and experience.
There must be some varieties in classroom, such as variety of activity and variety of organization. Teacher should have good combination so that the teaching and process is not monotonous. As a result, during the teaching-learning process, the teacher should sometimes let the learners work individually, sometimes in pairs, and sometimes in groups.
From the elaboration, teaching English especially teaching reading needs relevant methods. Ateacher can use one of the methods which can be applied basically in classroom repetition. Furthermore, making groups in teaching learning process can be enjoyable for students.
E. Assessing Reading
Brown (2003, p. 4) says that "assessment is an ongoing process encompasses a much wider domain whenever a student responds into question, or offers a comment or tries out a new word or structure”. It is aimed to know how far students’ comprehension in a reading text.
Considering a number of different types for genres of written text, component of reading comprehension, and specific tasks that are commonly used in the assessment of reading, Brown (2003) divides assessment of reading into four designs. Those designs are perceptive reading, selective reading, interactive reading, and extensive reading.
1. Designing Reading Tasks; Perceptive Reading
Assessment of basic reading comprehension may be carried out in a number of different ways.
a. Reading Aloud
The test-taker uses separate letters, words or short sentences then students read them aloud one by one in teacher’s control.
b. Multiple-Choice
Multiple-choice responses are not only a matter of choosing one of five possible answers. It can be form in some other formats. Some of formats which are especially useful at the low levels of reading includessynonym-antonym, circle the answer, true-false, choose the letter, and matching format.
c. Picture-Cued Items
Testershowsa picture with a written texttotest-takers. Therefore, test-takers will try to comprehend a text through the picture.
2. Designing Assessment Tasks; Selective Reading
Here are some possible tasks whichis used to asses lexical and grammatical aspect of reading comprehension. Brown (2003) states that there are some possible tasks are used to assess lexical and grammatical aspects of reading comprehension, such asmultiple-choice (for form - focused criteria), matching tasks, editing tasks, picture - cued tasks, and gap-filling tasks.
a. Multiple-Choice (for Form - Focused Criteria)
The most popular method of testing a reading knowledge of vocabulary and grammar are the multiple-choice format. Mainly for reasons of practicality, it is easy to administer and can be scored quickly. The most straightforward multiple choice items have little context but serve as a vocabulary or grammar check.
b. Matching Tasks
At this selective level of reading, the test-takers’ task is simply to respond correctly which makes matching an appropriate format. The most frequently appearing criteria in matching procedures is vocabulary.
c. Editing Tasks
Editing for grammar or rhetorical errors is a widely use test method for assessing linguistic competence in reading. This technique not only focuses on grammar but also introduce simulation of the authentic task of editing, or discerning errors in written passages.
d. Picture - Cued Tasks
There are two types of picture-cued task methods are commonly used. First, students read a sentence or passage and choose one of four pictures that are being described. The sentence (or sentences) at this level is more complex. Second, students read series of sentences or definitions, each describing a labeled part of a picture or diagram. Their task is to identify each labeled item.
e. Gap-Filling Tasks
Many of multiple-choice tasks described previously can be converted into gap-filling. It is such as fill in the blank. Moreover, an extension of simple gap-filling tasks is to create complete sentence items.
3. Designing Assessment Tasks; Interactive Reading
Brown (2003) notes that assessment interactive readingtask design has combination of form-focused and meaning-focused objective but with more emphasize on meaning. Here, there are some possible tasks which can usedin assessment. Those tasks arecloze tasks, impromptu reading plus comprehension questions, short answer tasks, editing (longer text), scanning, ordering tasks, and information transfer: reading charts, maps, graphs, diagrams.
a. Cloze Tasks
In cloze tests, the words are deleted systematically. Test writer chooses an actual text, then construct it mechanically. Finally, students will fill the blanks words.
b. Impromptu Reading Plus Comprehension Questions
Impromptu reading plus comprehension questions are represent a sample oftest specifications for TOEFL reading passage. It is derived from research on a variety of abilities good reader exhibit. It is noticed many of questions are consistent with strategies of affective reading: skimming for main idea, scanning for detail, guessing word meanings form context, using discourse markers, etc.
c. Short Answer Tasks
A popular alternative to multiple-choice question reading passage is the age-old short answer format. A reading passage is presented. A test-taker reads question that must be answered in a sentence or two. Questions might cover the same specifications indicated for the TOEFL reading, but be worded in questions form.
d. Editing (Longer Text)
It is limited to a list of unrelated sentences. Teacher will give a text which has wrong grammar and error sentences. It will be detected by the test-taker.
e. Scanning
Scanning is a strategy is used by all readers to find relevant information in a text. Assessment of scanning is carried out by presenting test-takers with a text (prose a something in a chart or paragraph format) and requiring rapid identification of relevant bits of information.
f. Ordering Tasks
In this task, students should arrange some unarranged sentences which are given by teacher. Students always enjoy the activity of receiving little scrip of paper then assembling some sentences into a story.
g. Information Transfer : Reading Charts, Maps, Graphs, Diagrams
Students must be able to comprehend charts, maps, graphs, diagrams, and the like. They must be able to find the information in all of those media.
4. Designing Assessment Tasks; Extensive Reading
According to Brown (2003), extensive reading involves somewhat longer texts thatteacher have been dealing in learning. Journal articles, technical reports longer essays, short stories and books fall into this category. Here there are some possible tasks can be applied in this design. Those are skimming tasks, summarizing and responding, and note taking and outlining.
a. Skimming Tasks
Skimming is the process of rapid coverage of reading matter to determine its gist or main idea. It is a predication strategy which is used to give a reader a sense at the topic and purpose of a text, the organization of the text and the perspective to point of view of the written.
b. Summarizing and Responding
One of the most command means of assessing extensive reading is to ask the test-takes to write a summary of the text. The task that is given to students can be very simple words. The procedures such as: teacher will give the students a text, the teacher asks the students to summarize the text, then, asks them to respond the text.
c. Note Taking and Outlining
Finally, a student’s comprehension of extensive text may be assesses through an evaluation by a process of note-taking or outlining. However, in this assessment, teacher will difficult to control the condition and time. So that, it is include informal assessment category.
F. Structure Dyadic Method
Cooperative learning is an approachin teaching learning process. Some methods in cooperative learning such as Student Team Achievement Divisions (STAD), Team Game Tournament (TGT), and Cooperative Integrated and Composition (CIRC) engage small group which consist of four until six members. In the other hand, there is a method which consists of just two members in a group (dyad) and the technical implementation is highly structured. This cooperative method is calledas a term Structure Dyadic method (Slavin, 2005).
In sociology, a dyad (from Greek dýo, "two") is a group of two people, the smallest possible social group. As an adjective, "dyadic" describes their interaction. The pair can be linked via romantic interest, family relation, interests, work, partner and so on. In practice, dyadic refers to dialogic relations or face-to-face verbal communication between two people involving their mutual ideas, thought, behavior, ideals, liking, disliking, and the queries and answers concerning life and living in nature(Macionis& Linda, 2011).
Up to this time, Structure Dyadic method is often used in formal or informal school. Through this learning system, teacher hoped students can cooperative in rendering their thinking to their group learning. Moreover, according to Slavin (2005),there are two techniques in Structured Dyadic method. Those are Classwide Peer Tutoring (CPT) and Reciprocal Peer Tutoring (RPT).
Classwide Peer Tutoring is a technique that engages peer tutors. A student act as a tutor and the other student acts as a tutee. The tutor serves or asks some problems to the tutee. If the tutee can answer correctly, he/she gets point. If not, the tutor prepares the right answer,then the tutee writes down and rereads the right answer three times. Each ten minutes, tutor and tutee are switching. In other hand, all of students in class are attended to them.
Reciprocal Peer Tutoring is not far away from Classwide Peer Tutoring technique. Both of them are different in condition when they are applied in classroom. Brown &Paliscar (1982) Reciprocal Peer Tutoring as a cooperative technique that allows student in pairs. Partners take turns reading and asking questions of each other, receiving immediate feedback. Such a model allows for students to use important meta-cognitive techniques such as clarifying, questioning, predicting, and summarizing.It embraces the idea,thus students can effectively learn from each other.
According to Cuseo (2007), there are some benefits of Structure Dyadic method. Structure Dyadic method actively involves students in the learning process and it capitalizes the power of the peer group to promote learning and students’ retention.
a. Structure Dyadic method actively involves students in the learning process.
Structure Dyadic method ensures active involvement of all students simultaneously. Teacher uses this method for involving students, such as in making questions, and discussions. In addition, since each student in class is equally and simultaneously involved in the learning process, the structures send a strong message to all students that they are expected to assume personal responsibility for their own learning. Structures emphasize and encourage: (a) student-centered learning independent of the instructor, (b) positive interdependence among group members, and (c) individual accountability for each group member.
b. Structure Dyadic method capitalizes the power of the peer group to promote learning and students’ retention.
The ability of peers to teach each other and learn from each other is can be good for students learning and retention. By allowing students to work regularly in small groups, Structure Dyadic method serves to foster networking, bonding, and social integration among peers. Opportunities for regular peer interaction inside the classroom may be especially critical to the retention of commuter and re-entry students who often have little time or opportunity for social integration with peers outside the classroom.
G. Teaching Narrative Text through Structure Dyadic Method
a. Narrative Text
Narrative is a story. A narrative text is a written text that tells about a story. Students use narrative text when they tell a friend about something interesting which happened in past time. Parera (1993) explains that a narrative is one of the forms of developing reading comprehension. Students can take messages from the text in other to build their understanding. Plot and characters in story make students enjoy in reading.
In understanding narrative text, the students should know about generic structure of narrative text. Sudarwati and grace (2007) state that generic structures of narrative are:(1)Orientation,in which the writer tells the audience about who character in the story are, where the story is taking place, and when the action is happened; (2) Complication which consist of problems in story; (3)Resolutionwhichprovide solution to the problem. The purpose of narrative text is to amuse or to entertain the readers.
There are several language features in narrative text; the use of noun phrases, the use of connectives, the use of adverbial phrases of time and place, the use of past tense, the use of action verbs, the use of saying verbs, and the use of thinking verbs, feeling verbs, verbs of senses (Sudarwati& grace, 2007).
There are some steps to make students understand the generic structure of narrative text. Firstly in orientation, students look for the main characters and possibly some minor characters. Some indication is generally given of where the action and when an action happened. Secondly is complication. Students find out the problem that arises in the story. The last is resolution. It is an optional closure of event. The complication may be resolved for better or for worse, but it is rarely left completely unresolved. Therefore, the students should know whether the story is happy or sad ending.
b.Procedures of Teaching Narrative Text through Structure Dyadic Method
While teaching narrative text, the present researcher divides students to several groups in dyad way (group in pairs). She gives the students narrative texts by using printed media contain of fables, difficult words and six questions. Then each of the students tries to understand the text by reading activities.
Eventually, after reading the narrative text, each member of a group will be as a teacher and student. The teacher will propose some questions to the student based on the text. If the student can answer the questions, the student will get a point.However, if the student cannot answer the question, the teacher will explain the student a right answer and the student will write the answer three times. Every ten minutes the teacher and student are switched. The groups which get much point will be recognized in the class in every meeting.
H. Relevant Study
This research is similar to a research that was conducted by Akwaluddinin 2011. The researcher investigated the effect of English course-book on the reading comprehension of narrative text for the tenth grade of MA NW LenekLauk in the school year 2010-2011. In this study, the researcher focused on the investigation of the effect of English course-book on reading comprehension of narrative text for the tenth grade of MA NW LenekLaukin the school year 2010-2011. The purpose of this study were to know the effect of course-book on the reading comprehension of narrative text for the tenth grade of MA NW LenekLauk in the school year 2010-2011 and to know the extent of course-book on the reading comprehension of narrative text for the tenth grade of MA NWLenekLauk in the school year 2010-2011.
In this research, the previous researcher used several steps in collecting data. Firstly, the previous researcher conducted pretest to the students by using written test to the experimental group. Secondly, the previous researcher gave materials to the students by using course-book. The last, the previous researcher gave posttest. The items in this test were same as the pretest items. It consisted of 30 multiple-choice items. Furthermore, theprevious researcher checked up and analyzed the obtain data by using statistic descriptive and hypothesis testing. The previous researcher analyzed the normality of data in the descriptive statistics, after that he analyzed the hypothesis by using t-test. The result of this study showed that there was significant effect of course-book on reading comprehension of narrative text for the tenth grade of MA NW LenekLauk in the school year 2010-2011.
There are similarity and differences between the previous researcher and present researcher. The previous researcher and present researcher research thestudents’ reading comprehension of narrative text. The previous researcher used course-book in reading comprehension of narrative text but the present researcher uses Structure Dyadic method in comprehending narrative text. In addition, the previous researcher used media in teaching learning process, but the present research apply a method in teaching learning process.
I. Theoretical Framework
StructureDyadicmethodisone of methodswhichcanbegoodinteachingnarrativetext. Slavin (2005) statesthatstudentswholearningindyacwayaremoreunderstandingthan studentswhoare not usethismethod.
In thisresearch, presentresarcherreferstoSlavin’s theory. Slavin (2005) statesthatthere are two technique in Structure Dyadic method; Class-Wide Peer Tutoring technique and Reciprocal Peer Tutoring technique. The teaching procedures of these techniques are similar. Both of them are different in condition when they are applied in classroom. In Class-Wide Peer Tutoring technique, when a group acts as a teacher and a student, all of students in the classroom pay attentionto them. However, in Reciprocal Peer Tutoring technique, students do not pay attention to them. They are focusing on their member themselves. In that case, the present researcher uses Class-Wide Peer Tutoring technique in teaching narrative text of tenth graders of MA NW UnwanulFalahPao’ Lombok in the school year 2013-2014.
In short, Classwide Peer Tutoring is applied by the present researcher in classroom. Here, allof the students in groups try to understand narrative text which is given by the present researcher. Each member of each groupacts as a teacher and the other as a student. The teacher proposes three questions to the students. If the student can answer the question, the student gets points. If not, the teacher will give the student right answer, then as punishment,the student writes down the answer three times. In every ten minutes, they are switched.
In assessing the students’readingcomprehension of narrativetext, presentresearcherrefersto Brown’stheory.Brown (2003) describes that therearefour designs in reading assessment. One of them is designing assessment extensive reading tasks includeskimming tasks, summarizing and responding task, and note taking and outlining task. Table 01 describes the frameworks of this study.
Table 01
Theoretical Framework
| Materials | Narrative text in form of fables |
| Method | Structure Dyadic method |
| Technique | Class-wide Peer Tutoring technique |
| Activities | - Students make some groups in dyad way (group in pairs); - Each of groups gets a narrative text from their teacher; - Each member of the groups tries to understand and answer some questions in the text; - One of them acts as a teacher and the other as a student; - The teacher proposes three questions to the students. If the student can answer the questions, the student gets points. If not, the teacher will explain the student a right answer then as punishment, the student writes down the answer three times. - In every ten minutes, they are switched. |
| Assessment | Extensive reading tasks;skimming tasks, summarizing and responding task, and note taking and outlining task. |
J. Hypothesis
This study is about the effect of Structure Dyadic method on the reading comprehension of narrative text of the tenth graders of MA NW UnwanulFalahPao’ Lombokin the school year 2012-2013. Furthermore, the present researcher formulates the hypothesis of this study as”there is effect of Structure Dyadic method on reading comprehension of narrative text of the tenth graders of MA NW UnwanulFalahPao’ Lombokin the school year 2013-2014”.
RESEARCH METHODOLOGY
A. Research Design
In this research, the present researcher uses one-group pretest–posttest design. Ary, Jacobs, and Sorensen (2010) explain that one group pretest-posttest design usually involves three steps: (1) administeringa pretest which measuring the dependent variable; (2) applying the experimentaltreatmentto the subjects; and (3) administering a posttest, againmeasuring the dependent variable. Differences attributed in application of theexperimental treatment are evaluated by comparing the pretest and posttestscores.
In this research design there is no control group.The present researcher gives pretest to student, then, she gives them treatment about narrative text through Structure Dyadic method. After treatment is given, she gives the student posttest.
Table 02
One-Group Pretest–Posttest Design
| Pretest | Independent | Posttest |
| Y1 | X | Y2 |
Notes:
Y1 : Pre-test.
X : Independent variable; Structure Dyadic method.
Y2 : Post-test.
(Ary et al., 2010)
B. Setting of the Study
Setting of study refers to place and time for conducting a research. This study will be conducted atMA NWUnwanulFalahPao’Lombok fromJune until September 2013.
C. Population and Sample of the Study
In this part, the present research describes about population and sample of this research:
1. Population
Arikunto (2010) states that all of the elements which is researcher wants to investigate in research field is called population research.
The population in this research is all of the tenth graders of MA NW UnwanulFalahPao’ Lombok in the school year 2013-2014. The population consists of four classes which consistof 107 students. Table 03 describes number of population in this research.
Table 03
The population of the tenth graders of MA NW UnwanulFalahPao’ Lombok in the school year 2013-2014
| Number | Classes | Number of students |
| 1 | Xa | 26 |
| 2 | Xb | 28 |
| 3 | Xc | 26 |
| 4 | Xd | 27 |
| | Total | 107 |
2. Sample
According to Arikunto (2010), sample is number or part of investigated population. Therefore, to take the sample, present researcher uses purposive sampling.Arikunto (2010, p. 97) states that “purposive sampling is a sampling technique which is used by a researcher if the researcher has certain judgments in taking the sample”.
All of students in Xa class are the students which being stayed in UnwanulFalahPao’ Lombok dormitory. In this dormitory they have learnt English and Arabic. Thus, the present researcher takes Xa class as the sample of this study because this class has higher quality than the other class.
D. Data Collection
1. Variable Identification
In this research, the present researcher investigates the effect of Structure Dyadic method on the students’ reading comprehension of narrative text. This research is an experimental research having two variables which are independent variable and dependent variable. The independent variable in this research is Structure Dyadic method and the dependent variable is the students’ reading comprehension of narrative text.
2. Variable definition
Structure Dyadic method is a method in teaching narrative text. This method is part of cooperative learning. This method is not like the other method in cooperative learning in which each group have more than four or five students Structure Dyadic method just have two member in a group (Slavin, 2005).
The reading comprehension of narrative text isability of students to understand a text. They can respond and transform the information that is presented in written text.
3. Instrument
a. Try – out
In this study, present researcher uses instrument in form of test. According to Arikunto (2010, p. 67), “test is a set of question and exercise or another tools which is used to measure skills, knowledge, and intelligence”. Therefore, the present researcher uses objective test in form of multiple choice test (MC) to measure the students’ reading comprehension of narrative text of the tenth graders of MA NW UnwanulFalahPao’ Lombok in the school year 2013-2014. Try out test is conducted out of the sample of the research. Thus, the present researcher takes Xb classin conducting the try-out test. Meanwhile, the test that will be tried out to the students isconsisted of 60 items in five options namely; a, b, c, d, and e.
b. Validity
Validity refers to that the content of the test measures what should be measured. The results are appropriate, meaningful, and useful in terms of the purpose of assessment (Brown, 2003). There are four types of validity. Those are face validity, content validity, construct validity, and empirical validity. In this study, the present researcher will use content validity (Heaton, 1998).
Heaton (1998) says that content validity is concerningon the materials that students have learned. The test should cover samples of the teaching materials. To fulfill this, the teacher should refer to the teaching syllabus.
To investigate the content validity of test, the present researcher uses point biserial correlation formula.
pbis
Where:
pbis :Coefisient of point biserial correlation.
Mp : Mean score of the total of students who answer the item correctly.
Mt :Mean of the total score.
p : Proportion of students who answer the item correctly.
p =
q : Proportion of students who answer the item in correctly (q = 1 - p).
St :Standard deviation of the total score.
(Arikunto, 2006)
Furthermore, comparing the result of data from rpbis with rproduct moment (rtable) on the level significant 5%, data becomes valid ifrpbis is more than rtable and data is invalid if rpbisis less then rtable.
c. Reliability
Reliability is very important in getting reliable result of measurement. Reliability is stability of test used. A test is called reliable if it is obtaining a stable or consistent data which is used to measure the same test in other time and place. The reliability of a measuring instrument is the degree of consistency with it measures whatever it is measured (Arikunto, 2010). Reliability refers to whether test can measure consistently what should be measured from time to time.
Kuder and Richardson (in Arikunto, 2010) develop formula KR-20 to know the reliability of instrument. Moreover, Arikunto (2010) states that KR-20 formula provides the higher reliability of the test. For that reason, reliability is searched by the KR-20 formula.
r11 =
Where:
r11 : Reliability index of test.
p : Proportion of students who answer the item correctly.
p =
q : Proportion of students who answer the item in correctly (q = 1 - p).
pq : Sum of the total result of the multiply p and q.
K :The number of item in test.
Vt :Total variance.
(Arikunto,2006)
After obtaining reliability result of the test, present researcher comparesreliability result (r11) with rproduct moment (rtable) on the level significant 5%, data becomes reliable if r11is more than rtable and data is not reliable ifr11 is less then rtable.
4. Technique of Data Collection
In collecting data, present researcher takes data from pretest and posttest. Pretest is administered to the subject before applying Structure Dyadic method in teaching reading of narrative text. Meanwhile posttest is administered after applying Structure Dyadic method in teaching reading of narrative text.
Pretest and posttest contain thesame test items. They are just different in time allocation. These pretest and posttest are taken by try-out test which consist of 60 multiple choice items. Therefore, these tests must valid and reliable. As a result, from 60 items, there are 30 items will be taken. Then, the present researcher uses these items as the pretest and posttest which includes three steps. Those are pretest, treatment, and posttest.
1. Pretest
The pretest is administered before the present researcher using Structure Dyadic method in teaching narrative text. It is aimed to know students’ knowledge in the reading comprehension of narrative text.
2. Treatment
The present researcher as a teacher treats the students by applying Structure Dyadic method in teaching narrative text. Here, the she takes some animals’ story (fable) for the treatment.Furthermore, the treatment isconducted four times in a month.The application of Structure Dyadic method is elaborated in the lesson plan (Appendix 03).
3. Posttest
Posttest is administered after applying treatment. The posttest items are same with pretest items. Pretest and posttest also have some application when they are conducted in a classroom. Teacher gives a test which consist of 30 multiple choice items to student. The students answer the test in 90 minutes. The purpose of this posttest is to know the students’ reading comprehensionof narrative text after using Structure Dyadic method.
E. Data Analysis
1. Descriptive statistics
Before testing the hypothesis, the present researcher calculated the mean scores and standard deviation for each set of data.Furthermore, to know the mean score, the present researcher uses this formula:
Where:
: Mean score
X : Total number of students’ score
N : Number of subject
Meanwhile, to know the standard deviation of the data, the present researcher usesthis formula:
Where:
SD : Standard deviation
N : The number of sample
x² : Sigma of right answer quadrate
2. Hypothesis Testing
To test hypotheses of in this research, the present researcher uses rtest formula:
Where:
rtest : r-test
N : total of sample
y1 : pretest
y2 : posttest
(Arikunto, 2010)
Meanwhile, to know whether the correlation between the variablesare very low, low, sufficient, high or very high, the presentresearcher consults with the table of interval of coefficient correlation.
Table 04
The interval of coefficient correlation
| No | Interval of coefficient | Correlation level |
| 1. 2. 3. 4. 5. | 0.00 – 0.199 0.20 – 0.399 0.40 – 0.599 0.60 – 0.799 0.80 – 1.000 | Very low Low Sufficient High Very high |
(Arikunto, 2010)
Furthermore, there are two criterions:
1. If the value of r-test is higher than r-table (r-test > r-table), Ha (Alternative Hypothesis) is accepted. It means that there is significant effect of Structure Dyadic method on the reading comprehension of narrative text of the tenth graders of MA NW UnwanulFalahPao’ Lombokin the school year 2013-2014.
2. If the value of r-test is lower than r-table (r-test < r-table), Ha (Alternative Hypothesis) is rejected. It means that there is no effect of Structure Dyadic method on the reading comprehension of narrative text of the tenth graders of MA NW UnwanulFalahPao’ Lombokin the school year 2013-2014.
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