THESIS THE EFFECTIVENESS OF THREE PHASE TECHNIQUE IN TEACHING READING COMPREHENSION VIEWED FROM INTELLIGENCE (An Experiment in the First Year Students of SMPN 5 Nganjuk in the Academic Year of 2008/2009) By : MUDYO ERYAWATI NIM: S890208112 Submitted to Graduate School of Sebelas Maret University as a Partial Fulfilment For Getting the Graduate Degree in English Education ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL SEBELAS MARET UNIVERSITY SURAKARTA 2010
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THESIS
THE EFFECTIVENESS OF THREE PHASE TECHNIQUE IN
TEACHING READING COMPREHENSION VIEWED FROM
INTELLIGENCE
(An Experiment in the First Year Students of SMPN 5 Nganjuk in the Academic Year of
2008/2009)
By :
MUDYO ERYAWATI
NIM: S890208112
Submitted to Graduate School of Sebelas Maret University as a Partial Fulfilment
For Getting the Graduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
2010
CHAPTER I
INTRODUCTION
A. Background of the Study
In the globalization era where there is almost no limit between one
countries to another, the role of English is getting more and more important. It is
so because it can be used as a means to communicate with other people around
the world with different language backgrounds. A language cannot develop
without the members of the community who use it in a society. Language is an
instrument of communication among human being in a community. Languages
differ from each other in such a way that the members of one speech community
usually do not understand the speakers of other speech community, because
each country has a language which is different from those of other country in
the world.
Language has an important role in developing learners’ intellectual,
social, and emotional value and it supports the success in learning all subject
matters. Hopefully, studying language will help the learner to recognize
themselves, their cultures and other cultures. Besides, learning language can
help learners to express their ideas and feeling. It also can help them to
participate in society.
In Indonesia, English is the first foreign language taught from
elementary school to university. It shows that English has an important role for
learner to communicate in their daily life in globalizations era and to develop their
communication ( Kurikulum, 2004: 384 ).
Nowadays, the use of English in Indonesia is not only found in the
formal education but also in their environments, such as television, electronic
media, and printed media. English words can be seen. The preceding facts prove
that there are many English words everywhere. Every product, advertising, and
food package uses English as their way to introduce their product. Ironically
although it has been taught in Indonesia for many years, few students have had
good skill of English. English is still regarded as a difficult subject. They do not
have a bravery to use English. The bravery to use English is not the only factor
that makes English difficult, the other factors is teacher, material, situation on the
class, and the environment of the students.
Based on the observation there are some differences between students
who live in the village and those who live in the city. Usually students who live in
a village do not have self - confidence to use English in their social life. They do
not realize that they need English for their lives. It happens because in their
environment English is not used. Because of the condition, generally the learners
have lack ability in reading.
It is different from students who live in city. In their environments, there
are many English words used, that will help to access English word, and make
them accustomed to English word. In other words, English is not strange for them.
Because of that, they are motivated to read. They feel that they need to use
English because some public areas use English to convey information.
There is an important point related to the observation above, that the
students need much knowledge or information to improve their life, so it is
important for them to read newspapers, books, and many other things. This is why
students are taught reading skill in English at school.
Reading is very important skill to be mastered because by reading, the
students will get much information, which is very useful for their life. Widdowson
in Urguhart (1982: 22) states that reading is the process of receiving and
interpreting information encoded in language through the medium of print. From
the explanation, it can be seen that reading has a power to create a better
condition. Bloom and Greene in Bernhard (1994: 218) explain “Reading is used to
establish structure and maintain social relationship between and among people
“Related to a phenomenon reading cannot be separated from the other language
skills. Brown supports it by stating ” Reading is treated as one of two or more
interrelated skills. A course that deals with reading skills, then will also deal with
related listening, speaking, and written skills”.
Besides, reading is essential skill for learners of English as a second
language. For most of these 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 skill, learners will make greater progress and development in all other
areas of learning (Nunan, 2003: 69).
Permendiknas No.22 year 2006 states that the competence standard of
reading at the second semester of the first grade at Junior High School is as
follows:
Competence standards(11):Memahami makna dalam teks tulis fungsional dan essay pendek sangat sederhana yang berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat. Basic competence (11.2.) Merespon makna dan langkah retorika secara akurat, lancar,dan berterima dalam essay sangat sederhana yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure.
In reality, most of the students face some problems related to reading skill. The
students find some more problems in comprehending the text, finding general idea
of the text, finding main idea of the text, finding some information explicitly and
implicitly stated in the text, find references, and finding the meaning of the words
related to the text.
Based on the explanation above, it can be concluded that reading is one
of English language skills considered important in our life. We will get some
information through reading. The students should read many kinds of printed
media if they want to get information and that is why students are taught reading
skill in English. English teacher should create a better technique in teaching
reading.
Teachers should know that their students have different strengths. In the
language-teaching field, some of the differences among students have been
attributed to students’ different learning or cognitive styles. For instance, some
students are better visual learners than aural learners. They learn better, when they
are able to read new material rather than simply listen to it (Larsen-Freeman 2000:
169). Related to work by psychologist, Gardner (1999: 41-44) states that multiple
intelligences have been influential in language teaching circles. Teachers who
recognize the multiple intelligences of their students acknowledge that students
bring with them specific and unique strengths, which are often not taken into
account in classroom situations. Gardner has theorized that individuals have at
least seven distinct intelligences that can be developed over lifetime. The seven
are: (1) Logical/mathematical-the ability to use numbers effectively, to see
abstract patterns, and to reason well; (2) Visual/spatial-the ability to orient oneself
in the environment, to create mental images, and sensitivity to shape, size, color;
(3) Body/kinesthetic-the ability to use one’s body to express oneself and to solve
problems; (4) Musical/rhythmic-an ability to recognize total patterns and a
sensitivity to rhythm, pitch, melody.(5)Interpersonal-the ability to understand
another person’s moods, feelings, motivation, and intentions; (6)Intrapersonal-the
ability to understand oneself and to practice self discipline; and
(7)Verbal/linguistic-the ability to use language effectively and creatively. While
everyone might possess these seven intelligences, they are not equally developed
in anyone individual. Some teachers feel that they need to create activities that
draw on all seven, not only to facilitate language acquisition among diverse
students, but also to help them realize their full potential with all.
Teacher should always try to improve the way of teaching. The
government also improves the way of teaching and learning. It is proved by the
changing of curriculum, which is used. The changing of curriculum is aimed at
developing the English teaching to the learners. In curriculum 2004, the aim of
English teaching is to understand and produce spoken and written text. The
learners are hoped, after graduating from school, to be able to communicate in
daily life or in their work orally or written in English.
As a teacher of SMPN 5 Nganjuk, the writer knows that students’
mastery of reading is low. Most students are still afraid and assume that English is
difficult. In this case, motivation is needed. Motivation can be reached from their
environment, the social and cultural environment and school environment.
Environment is one of factors that affect the students’ intelligence. Cultural and
social background influence human’s behavior and motivation to do something.
People who live in different background will do the same thing in different ways.
For example, a person who lives in high-class society will get information more
easily because they have many facilities than those who live in low class society.
School environment involves the school, students, and teachers. School with good
facility will motivate the students to study. Teachers have very important role to
raise the students’ motivation. Their way of teaching, (technique) and their way in
preparing material will become great motivation for their students to study.
The writer, as the teacher of SMPN 5 Nganjuk, observes the lack of
students’ motivation in studying English including reading. At final examination,
there is standard score to graduate. When students are in the third year, they must
do National Final Examination. The most parts of the examination are reading
comprehension. Asking the students to read a certain text needs a long time. The
students are not interested in the text available in textbook because most of the
texts presented in textbook do not fulfill the students’ need.
Actually, there are four skills related to English, but reading skill and
writing skill are used in English National Examination. To raise the students’
motivation in reading abilities, certain technique and material are needed. In this
case, the writer tries to improve students reading skill by using three-phase
technique. In addition, the intelligence of students also influences the student’s
mastery in English reading ability. The students’ ability in reading is sometimes
limited by his mental ability enabling him to carry. The intelligence of the reader
will influence the capacity of the reader in comprehending passage. The issue for
teachers who wish to honor the diversity of intelligences among their students is
how to represent the other intelligences and enable each student to teach their full
potential, while not losing sight that their purpose is to teach language.
B. Problem Identification
1. How can the learners of English improve their reading ability?
2. Why is it difficult for the students to learn English?
3. Why do they feel difficult to answer the question of a new reading text?
4. How can three phase technique help the learners improve their reading
skill?
5. How can the students with high intelligence get a better achievement in
reading than the students with low intelligence?
C. Limitation
This research is intended to know: the effectiveness of Three Phase technique
in teaching reading viewed from the intelligence.
D. Problem Statement
1. In general, is three-phase technique more effective than conventional
technique for teaching reading at the second semester of the first grade at
SMPN 5 Nganjuk academic year 2008-2009?
2 Do the students with high intelligence have better achievement in reading
than the students with low intelligence?
3. Is there any interaction between teaching techniques and the students’
intelligence in teaching reading by using three-phase technique?
C. Research Objectives
The objective of the present study is to find out:
1. Whether Three Phase Technique is more effective than conventional
technique in teaching reading.
2. The students with high intelligence have better achievement in reading
comprehension than the students with low intelligence
3. Whether there is an interaction between teaching techniques and the
students’ intelligence in teaching reading by using three-phase technique
D. The Research Significance
1. For teacher
The significance of the research is to explore and prove whether the three-
phase technique is effective to be applied in teaching reading so that the
learners can improve their reading ability as optimally as possible. The result
of the study will be used as a consideration to raise teachers’ awareness in
developing and applying the suitable technique in their teaching and learning
process.
2. For student
The use of three-phase technique in the teaching and learning process will
surely attract the students’ attention because they feel that whatever they study
in the classroom is actually useful for their daily life. They think that the
classroom situation is interesting and the students can imagine themselves in a
situation related to the text but beyond their own experience. Besides, the use
of three-phase techniques in teaching reading will activate the students to
learn.
CHAPTER II
REVIEW OF RELATED LITERATURE
A scientific framework needs some theories that support the fundamental
thought. In accordance with the topic that will be discussed in the thesis, this
chapter will discuss theoretical description underlying the research, rationale, and
hypotheses.
A. Reading
1. Definition of Reading
Reading is an active process to get information through written
language. In other word, it can be said that reading is an interactive process that
goes on between the reader and the text, resulting in comprehension. The text
presents letter, words, sentences, and paragraph that encode meaning. The reader
uses knowledge, skills, and strategies to determine what the meaning is. Urguhart
(1998: 15) states that reading involves processing language messages. Widdoson
in Urguhart (1998: 20) also states that reading is the process of getting linguistic
information via print. Further, he states that getting information is one-way
process from writer or text to reader. Further, Urguhart (1998: 22) states that
reading is a process of receiving and interpreting information encoded in language
via the medium of print.
Ruddle (1994: 92) suggests four stages of word-analysis development:
a. the logographic stage, in which children use visual context or graphic features
to read words (reading “Mc Donalds” by looking at the logo, for example):
b. the traditional stage from logographic to beginning alphabetic, in which
children begin to read words by shifting from visual context and specific letter
association to use of the alphabetic principle (the initial sound /d/ in dog is
associated with the letter/ d/ );
c. the alphabetic stage, in which children rely on letter-sound or grapheme
phoneme relationship to read words (dog is sounded out and blended using a
phonological recoding process that accesses the child’s mental lexicon); and
d. the orthographic stage, in which children use alphabetic principle
e. predictable letter patterns, group with shared letter sequences and consistent
pronunciation, hat, fat, mat, hate, fate, mate, for example, and analogy (-ain in
rain to read the new word train) to read.
From the above statements, it can be concluded that reading is an activity, which
needs a process. It is impossible to read fluently without practice to read
something everyday. When people want to get information from written message,
they should make it as a habit for our daily activity. It is better for us to read every
single word a day than never do these. Reading activity is an individual activity.
Readers can interpret what they read. Moreover, it needs process to interpret the
right message from written language. Actually studying all the subject matter is a
process. Reader cannot understand the meaning from language written instantly.
Pearson and Stephens in Ruddle (1994: x) state that reading is a complex
orchestrated constructive process through which individuals make meaning. It is
stated by Urguhart (1998: 13) in Reading a Second Language Process, Product,
and Practice that reading means dealing with languages messages in written or
printed form. Further, Urguhart (1989: 2) considers reading as the language
activity involving at same time or another all the cognitive processing related to
language performance. They consider that any valid account of reading process
must consider such cognitive aspects as reading strategies, inference, memory,
relating text to background knowledge as well as decoding, and obvious language
aspects as syntax and lexical meaning. Nuttal(1989: 2) states that there are some
words that relate with the definition of reading, those are, understanding,
interpreting, and meaning, sense, decoding, deciphering, identifying, articulating,
speaking, and pronouncing. The definition of reading reflects the ideas that
reading is the process of the identifying written words, besides that in great many
classrooms; the reading lesson is used as an opportunity to teach pronunciations,
encourage fluent and expressive speaking. Reading as interpreting means of a
written text as a piece of communication. Reading is a part of daily life for those
who live in literate communities that much of the time we hardly consider either
the purpose or the processes involved.
Another definition of reading is stated by Stanferr, he states that reading
is a mental process requiring accurate word recognizition, ability to call to mind
particular meanings, and ability to shift or reassociate meanings (Stanfferr in Petty
and Jensen, 1987: 208).
Reading is a fluent process of readers combining information from a text
and their own background knowledge to build meaning. The goal of reading is
comprehension (Nunan, 2003: 68). Reading is the process of understanding
written language. It begins with a flutter of patterns on the retina and ends (when
successful) with a definite idea about the author’s intended message. Thus,
reading is at once a “perceptual” and a “cognitive” process. A process bridges and
blurs these two traditional distinctions (Rumelhart, 1994: 864). From the
statement above it can be concluded that reading is a process of getting
information and message from written language. In understanding the massage
from written language, the reader must have the background knowledge. Hence,
in the process of reading, the reader must combine their background knowledge
and the content of the text. Besides, they should combine their interference,
memory, and the strategy of reading. Urguhard (1998: 18) states that any valid
account of reading process must consider such cognitive aspects as reading
strategies, inference, memory, relating text to background knowledge, as well as
decoding and obvious language aspects as syntax and lexical knowledge.
Comprehension is the goal of reading. Bartram and Parry in Regina state
that many students who read in a foreign language think, “reading means
understanding and/or translating every word”. Good readers do not always try to
understand every word, and especially the first time they read for comprehension.
The primary purpose for reading is sometimes overlooked when students are
asked to read difficult text; raising student’s awareness of main ideas in a text and
exploring the organization of a text are essential for good comprehension
(Richards, 2002: 277). From the statement above it can be said that reading is
conscious activity, which is done to find out the information. A good reader is not
only translating or understanding every word but also understanding all about the
texts by retelling it. The reader should understand the main idea of the texts.
Further, a good reader should be able to retell the specific idea of the texts. The
writers of essay or story always give a message, which is written. If the readers
only translate word by word in their writing, the readers cannot pick up the
message of the writing.
A good reading competence requires many components. The students
should have some indicators that can indicate their reading competence such as
understanding reference in the reading text, understanding main idea,
understanding kinds of paragraph development, understanding the message of the
Based on the result of the calculation above. it can be seen that the 2
(3.4552) is lower than t at the level of significance = 0.05 = 7.81.
Because 2 < t
(3.49 < 7.81), the data are homogenous,.
C. Hypothesis Testing
Hypothesis test can be done after the results of normality and
homogeneity test are fulfilled. The data analysis is done by using
multifactor analysis of variance 2 x 2. H0 is rejected if F0 > Ft. it means that
there is a significant difference and an interaction. If H0 is rejected the analysis is
continued to know which group is better using Tukey test. The multifactor
analysis of variance 2 x 2 and Tukey test are described as below:
a. Summary of a 2 x 2 Multifactor Analysis of Variance
1. Multifactor Anova
Data Intelligence There Phase
Technique Conventional method
Sum
High (A1) CELL 1 60 68 72 76 80 80 80 84 88 88 92 Data = 11
CELL 2 56 56 60 60 64 64 68 68 68 76 76 Data = 11
Data = 22 X = 1584 X = 72
X = 868
= 78.9
X = 716 X = 65.09
Low (A2) CELL 3 56 60 60 60 64 64 64 64 64 68 76 Data = 11 X = 700 X = 63.63
CELL 4 60 60 64 64 64 68 68 68 72 76 76 Data = 11 X = 740 X = 67.27
Data = 22 X = 1440 X = 65.45
Total Data = 22 X = 1568 X= 71.27
Data = 22 X = 1456 X= 66.18
Data = 44 X = 3024 X= 68.545
F. Anova
F. Ms. Groups = 3
1594 = 531.39 F column = 164.49
09.285 = 5.798
Ms. Within groups = 40
56.1966 = 49.164 F row = 164.49275.471 = 9.585
Ms. Column = 1
09.285 = 285.09 Fic = 164.49805.837 = 17.002
Ms. row = 1275.471 = 471.275
Ms. interaction = 1805.837 = 837.805
X
Table 9: Summary Multifactor Analysis of Variance Source of variance SS dF Ms Fo Ft(0.5) Between columns Between rows Columns by rows Between groups Within Groups
285.09 471.275 837.805 1594.17 1966.56
1 1 1 3
40
285.09 471.275 837.805
531.39 49.164
5.798 9.585
17.002 - -
4.08 4.08 4.08
- -
3560.73 43 - - - Based on the table above, it can be concluded that:
1) Because F0 between columns (5.79) is higher than Ft at the level of
significance = 0.05 (4.08), the difference between columns is
significant. It can be concluded that the technique of teaching reading
differ significantly from one another in their effect on the
performance of the subject in the experiment. The mean score of
students using Three –Phase Technique (71.27) is higher than using
Conventional Method (66.18). It means that teaching reading using Three-
Phase Technique is more effective than using Conventional Method.
2) Because Frow between row (9.58) is higher than Ft at the level of significance
= 0.05 (4.08). The difference between rows is significant. It can be
concluded that the students having high and those having low IQ are
significantly different. The mean score of students having high IQ (78.9) is
higher than low IQ (63.63). It means that the students reading achievement
having high IQ and low IQ is significant.
3). Because Finteraction between group (17.002) is bigger than Ft at the level of
significance = 0.05 (4.08). There is interaction effect between the two
variables, teaching method and intelligence, It means the effect of teaching
method depend on the degree of intelligence. Three-phase technique is more
suitable technique for the students with high intelligence, while conventional
method is suitable technique for students with low intelligence in teaching
reading comprehension.
Tukey Test
Data Intelligence There Phase
Technique Conventional method
Sum
High (A1) Group 1 Data = 11 x = 868 x = 78.9
Group 2 Data = 11 x = 716 x = 65.09
Data = 22 x = 1584 x = 72
Low (A2) Group 3 Data = 11 x = 700 x = 63.63
Group 4 Data = 11 x = 740 x = 67.27
Data = 22 x = 1440 x = 65.45
Total Data = 22 x = 1568 x = 71.27
Data = 22 x = 1456 x = 66,18
Data = 44 x = 3024 x = 68.72
1. Three Phase Technique compared with Conventional Method
q = n |
21
VarianceErrorXX cc =
22 | 167.4918.6627.71 =
494.109.15 = 3.406
qo between columns (3.406) is higher than qt at the level of significance =
0.05 (2.95). The difference between columns is significant
2. Three Phase Technique compared with Conventional Technique for the
students having high intelligence
q = n |
1211
VarianceErrorXX rcrc =
11 | 164.4963.639.78 =
6019.227.15 = 5.868
Because qo between columns (high intelligence) (5.868) is higher than qt at the
level of significance = 0.05 is 3.11 and qt at the level of significance = 0.01
is 4.39, teaching technique using Three Phase differs significantly from
Conventional method for students who have high intelligence. Because mean
A1B1 (78.9) is higher than A1B2 (63.63), it can be concluded that Three Phase
Technique is more effective than Conventional method to teach reading for
students having high intelligence.
3. Three Phase Technique compared with Conventional Technique for the
students having low intelligence
q = n |
2221
VarianceErrorXX rcrc =
11 | 164.4990.6227.67 =
6019.237.4 = 1.6795
qo between cells A1B2 and A2B2 (1.6795) is lower than qt at the level of
significance = 0,05 (3,11).
b. 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.
Between group
qo qt 0.05
A1 – A2 3.406 2.95
A1B1 – A1B2 5.868 3.11
A1B2 – A2B2 1.6795 3.11
From the summary of Tuckey test, it can be concluded that:
1. Because q between columns (3.406) is higher than qt (2.95), the difference
between columns is significant. It can be concluded that teaching reading
using three-phase technique to the seventh grade students at SMPN 5Nganjuk
significantly differs from teaching reading using conventional method.
2. Because q between columns (5.868) is higher than qt (3.11), the difference
between the students having high intelligence and those having low
intelligence is significant. It can be concluded that the students having high
intelligence is significantly different from those having low intelligence.
3. Because qo between columns (1.6795) is lower than qt (3.11), the difference
between using three-phase technique and conventional method for teaching
reading to the students having low intelligence is not significant.
D. Discussion
a. Three – Phase Technique is more effective than Conventional method.
Conventional method is generally described from the instructor’s point of
view, and the students’ need for interaction with the instructor is not
addressed (Munson in Lewison and Blouse, 2003) in
http:/www.reproline.jhu.edu. Conventional method emphasizes on teacher-
centered. Students do the activity in teaching and learning process passively,
because they just receive and take notes from the teachers’
method html). . Three – Phase Technique is a technique of teaching and
learning process where the activities and the classroom focus on the students
as the centre of the teaching learning process. Abbott ( 1985: 92 – 102 )
states that pre – reading, whilst reading and post – reading activities will
help the students learn to read efficiently and develop their reading
comprehension, and makes the students as the central activities in the
classroom. The students have to be more active in the teaching and learning
process. On the contrary, Conventional method makes the students depend
on the teacher’s explanation and translation is almost all the times in reading
class. The teacher will be engaged in many planning decisions, such as
deciding what he/she wants to teach, when he/she wishes teach, and how
he/she will go about the reading process (Parsons, Hinson, and Brown,
2001: 11). The students only wait until all the words are translated by the
teacher to get the massage of the text given to them. This model does not
promote achievement in creativity, thinking, and problem solving.
Therefore, Three – Phase Technique is more effective than Conventional
method.
b. The reading achievement of the students with high intelligence is better than
the students with low intelligence. Three-phase technique focuses on
students’ attention on the text itself and makes them read it carefully. To
make reading a text interesting, it is important to include variety of different
activities, activities before reading the text, and questions and tasks of
different kinds (Doff, 1988: 170 – 182 ). The students have to be more
active in the classroom. Therefore, Three – Phase Technique is more
effective than Conventional Method for the students having high
intelligence. The students with high intelligence have much bravery to
answer teacher’s question whenever they are asked or not. They have strong
intention in learning that makes them understand the lesson more easily.
Meanwhile, the students with low intelligence usually do not have any
interest in joining the learning process. They are passive in the class. They
depend on the teacher mostly. Conventional method is more effective than
Three – Phase Technique for students having low intelligence. One of
characteristics of key element in Conventional Method is teacher centrality.
It means that teacher always control the class activity. The teacher decides
what is to be learnt and how and is visibly in charge. The teacher will be
engaged in many planning decisions, such as deciding what he/she wants to
teach, when he/she wishes to teach, and how he/she will go about the
reading process (Parsons, Hinson, and Brown, 2001: 11). The students who
have low intelligence usually do not have any interest in joining the learning
process. They usually prefer having Conventional Method in joining reading
class. They do not need to be more active in the class. They prefer listening
to the teacher to having effort to do anything by themselves. They become
the followers in joining the reading class by waiting the teacher’s
explanation and translation word by word to get the massage of the text. In
reading process they do it almost all the times. They are passive in the class.
They depend on the teacher mostly. Conventional method refers to a type of
reading activity or text consists of text followed by comprehension
questions (Ur, 1996: 143 – 145). Teacher always explains and translate the
whole text to get the message of the text. After the students answer
comprehension question and the teacher always gives correction for the
mistake that the students make (Cruickshank, Bainer, and Metcalf, 1999:
224). Therefore, Conventional Method is more effective for the students
having low intelligence. There is an interaction between teaching technique
and intelligence.
c. There is interaction between teaching technique and intelligence. Teaching
technique which is used by the teacher in the class gives a big influence for
the success of the teaching and learning process. Three – Phase Technique
makes the students more active in teaching and learning process. The
teacher helps the students improve their ability to comprehend the text. The
aim of this activity is to lead students to predict the content of the reading
text, encourage students to continue reading for a purpose and help them
comprehend the text. Asking questions at the end of a story allows the
students to reflect on their reading and to relate it to their own experiences.
In learning activity, teacher creates lessons by using the various types
(Crowl, Kamiosky, and Podell, 1997: 187). Intelligence has an important
role in influencing learning activity. If the students have high intelligence,
they have high ability in comprehending many texts that the teacher gives to
them. They like to read anything that the teacher gives to them. Three -
Phase Technique can make the students more active in joining the teaching
learning process for those having high intelligence and conventional method
is more effective for students having low intelligence, because in this
method the teacher always help the students to understand the text. The
teacher usually translates word by word, sentence by sentence to help the
students understand the text. The teacher gives the explanation in the
straight forward way and gives feedback and direct correction for the
students’ mistake (Cruickshank, Bainer, and Metcalf, 1999: 224). It is the
characteristics for the students having low intelligence. The students are
passive in the class and they just become the followers in the teaching and
learning process. It can be concluded that there is an interaction between
teaching techniques and the degree of intelligence.
CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Based on the descriptions of the data analysis, the writer can come to
the research findings as follows :
1. Three – Phase Technique is more effective than Conventional Method for
teaching reading in the First Year Students of SMPN 5 Nganjuk in
Academic Year 2008/2009
2. Students having high intelligence have better achievement in reading than
students with low intelligence in the First Year Students of SMPN 5
Nganjuk in Academic Year 2008/2009.
3. There is an interaction between the two variables, the technique of teaching
techniques and the degree of intelligence.
Based on the results of this research it can be concluded that three-phase
technique used for teaching reading to the seventh grade students of SMP Negeri
5 Nganjuk is an effective teaching technique to improve students reading ability.
Therefore, it is recommended that (1) it is better for teachers to apply three-phase
technique in the teaching and learning process; and (2) future researcher can
conduct research on the same kind with different sample and different students’
condition.
B. Implication
Three – Phase Technique is more effective than Conventional Method for
teaching reading. Three – Phase Technique is a technique of teaching and learning
process where the activities in the classroom focus on the students as the centre of
the teaching and learning process. Pre-reading, whilst-reading, and post-reading
activities will help the students learn to read efficiently and develop their reading
comprehension and makes the students as the central activities in the classroom.
The teacher can improve students’ ability in comprehending the text by using
Three-Phase technique for teaching reading. Three-Phase Technique can be used
to make the students active and more interested in joining the teaching learning
process in the class, because this technique is presented by giving the
brainstorming related to the texts that will be given. These questions encourage
students to continue reading for purpose and help them to comprehend the text.
Asking question at the end of story allows the students to reflect on their reading
and to their own experiences. It also allows the teacher to see how well the
students have understood what they have read and whether they have grasped the
main idea. By using Three – Phase Technique the students will try to learn the
vocabulary that is found in the texts. In other words, the students are motivated to
read. By reading a lot, their comprehension improves, and it will help them
comprehend the reading text easily and it can improve their reading
comprehension. On the contrary, conventional method makes the students depend
on the teachers’ explanation in reading class. This method does not promote
creativity, thinking, and problem solving. Conventional method does not give
much opportunity to the students to be active.
Three-Phase technique is more effective than Conventional Method. The
students with high intelligence are active, creative, and having good participation
to study for getting competency and skill. By using Three-Phase Technique, the
students with high intelligence can fulfill their interest in reading activity and they
will encourage themselves to understand the reading text well. Those activities
will be more enjoyable to do by students with high intelligence. It is very effective
technique in teaching reading due to their characteristics. Conventional Method is
more effective than Three – Phase Technique for the students having low
intelligence because the students are passive in the classroom and they depend
much on the teacher. The technique used by the teacher indicates the form of
learning.
There is an interaction in the teaching and learning process. For students with
high intelligence the teacher uses Three-Phase Technique, while for students with
low intelligence, conventional method is suitable for them. Because each class has
students who have high and low intelligence, Three-Phase Technique and
Conventional Method can be used to complement each other. Since, there is an
interaction between the teaching techniques and the degree or intelligence, it is
important to select the technique which is suitable for the students having high
and low intelligence.
C. Suggestion
Some suggestions for teachers, students and future researchers can be listed
as follows:
1. For the teachers
Correct choice of teaching technique can make the teaching and learning
process not only run well but also interesting and enjoyable. Teachers can use
Three – Phase Technique to teach reading to improve students reading
competence because it can make the students learn to read efficiently and
develop their reading comprehension..Three-phase technique is a technique
which will lead students to be more active and creative; thus it is good to be
applied in classes. That’s why, it is recommended for teacher to apply it in their
class.
2. For the Student
The students should read a lot of texts because by reading a lot, their
comprehension increases and it will help them comprehend the reading text
easily and it can improve their comprehension. The students should be
active, creative, and having good participation to study for getting competency
and skill.
3. For other researchers:
Other researchers can use this result of the study as the starting point to have
research with different student’s condition. A similar research with different
population and characteristics can be conducted in the future.
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