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Teaching Reading Comprehension Using Discovery Learning Method in Narrative Text

This document presents a research proposal that aims to study the effectiveness of using Discovery Learning Method in improving students' reading comprehension of narrative texts. Specifically, it will examine the reading scores of 2nd grade students at SMP PGRI Cililin before and after being taught using the Discovery Learning strategy. The study employs a pre-experimental one group pretest-posttest design. It is hypothesized that there will be a significant difference in students' reading scores after receiving the Discovery Learning treatment. The proposal provides background on the importance of reading comprehension and discusses relevant theories on Discovery Learning, narrative texts, and the research method that will be used.

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Erwan Aulia Nurrahman
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314 views

Teaching Reading Comprehension Using Discovery Learning Method in Narrative Text

This document presents a research proposal that aims to study the effectiveness of using Discovery Learning Method in improving students' reading comprehension of narrative texts. Specifically, it will examine the reading scores of 2nd grade students at SMP PGRI Cililin before and after being taught using the Discovery Learning strategy. The study employs a pre-experimental one group pretest-posttest design. It is hypothesized that there will be a significant difference in students' reading scores after receiving the Discovery Learning treatment. The proposal provides background on the importance of reading comprehension and discusses relevant theories on Discovery Learning, narrative texts, and the research method that will be used.

Uploaded by

Erwan Aulia Nurrahman
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Teaching Reading Comprehension Using Discovery Learning

Method in Narrative Text


(A Pre-experimental Study Conducted in the Second Grade of SMP PGRI Cililin 2017)

A Reseach Proposal
Submitted in Partial Fulfilment of the Requirements for Sarjana Pendidikan Degree

By
Tubagus Haekal Assidik
13510148

ENGLISH EDUCATIONAL STUDY PROGRAM


DEPARTMENT OF LANGUANGE AND ARTS EDUCATION
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
(STKIP) PASUNDAN
2017
1.1. Background
In English, there are four skills that should be mastered, they are: listening,
speaking, reading, and writing. The reading skill becomes very important in the
education field, students need to be exercised and trained in order to have a good
reading skill.
Reading is crucial and important for the students because the success of their
study depends on their ability to read. Most of the materials given by the English
teacher are presented in the written form, for example in form of handbooks or
modules. It means that to understand the materials, the students must have the ability
to comprehend the text. For this reason, the reading comprehension skill is needed.
As one of the receptive skills, reading comprehension is very important for
students to get much information from a text. Reading comprehension is one of the
important skills in mastering English. In national final exam, reading comprehension
is one of the skills tested. This indicates that reading comprehension has to be taught
well.
According to Brown (1998), reading is a process to understand a written
text which means extracting the acquired information from it as efficiently as
possible. In teaching reading comprehension teacher should have strategies to teach.
There are some strategies of teaching reading which are interesting and can
improve students’ reading skills, but not all strategies can quite good with the text
and students’ needs. It means that the teacher should have strategies for developing
students reading comprehension skills. To resolve this problem one of the strategies
which is appropriate is PQRST (Preview, Question, Read, Summarize, and Test)
Strategy. Thomas and Robinson (1982) suggest that PQRST is one of strategies that
can lead the students reading comprehension . PQRST strategy helps students to cope
their problem in reading comprehension by using five steps. They are previewing,
questioning, reading, summarizing, and testing. Each step of PQRST strategy
improves the teaching and learning process which is also aimed to improve the
students’ reading comprehension.
1.2. Resarch Questions
The study seeks to answer the following questions:

1. Is there any improvement of students’ reading comprehension ability after the

students are taught by using PQRST strategy?

1.3. Hypotheses
Ho : There is no significant difference in the students’ mean score before and after

the treatment using Discovery Learning.

Ha : There is significant difference in the students’ mean score before and after the

treatment using Discovery Learning.

1.4. Aims of Study


Based on the questions formulated above, the aims of study are:

1. To find out whether PQRST strategy can improve students’ reading

comprehension ability

1.5. Significant of Study

1. The result of this research is expected can be used to support the theories about

improving students’ reading comprehension through PQRST strategy.

2. This research expected that this study will give an inspiration to other researcher

related to the problems and improving students‟ reading comprehension on senior

high schools.

1.6. Theoritical Framework


The PQRST strategy was found by Staton (1982).
This method is used to improve reading competency. PQRST is an instructional
strategy that has been shown to be effective to improve a reader’s understanding, and
his/her ability to recall information.
This chapter include the review of theories about the research topic. This also
described review of related literature which has a relationship with this research as
follows:
1.6.1.1. Reading
1.6.1.2. Reading Comprehension
Reading comprehension is the process of making meaning from text.

The goal, therefore, is to gain an overall understanding of what is described in

the text rather than to obtain meaning from isolated words or sentences. In

understanding read text information children develop mental models, or

representations of meaning of the text ideas during the reading process. There

are two classes of mental models: a text-based model, which is a mental

representation of the propositions of the text and a situation model consisting

of what the text is perceived to be about (Kintsch 1998; van Dijk and Kintsch

1983).

1.6.1.3. Discovery Learning

Discovery Learning, promoted by Jerome S. Bruner (b. 1915), is an

example of constructivism. Built upon cognitivism, the constructivist view is

that the learner creates understanding through personal experience and

interaction with external stimuli. Bruner’s theory is a fusion of content and

strategies in which “emphasis on discovery … helps the child to learn the

varieties of problem solving, of transforming information for better use, helps

him to learn how to go about the very task of learning” (Bruner, 1966a, p. 87).

1.6.1.4. Narrative Text


Narrative text is one of the genres taught for the eighth and ninth grade

students at Junior High School. According to Rebecca (2003), a narrative text

is a text, which relates a series of logically, and chronologically related events

that are caused or experienced by factors. She, furthermore, states that a key to
comprehending a narrative is a sense of plot, of theme, of characters, and of

events, and of how they relate. In addition, Anderson and Anderson (2003a)

explain that a narrative is a text that tells a story and, in doing so, entertains

the audience. It has character, setting, and action. The characters, the setting,

and the problem of the narrative are usually introduced in the beginning. The

problem reaches its high point in the middle. The ending resolves the problem.

1.7. Resarch Method


1.7.1. Reseach Design
1.7.1.1.1. Quantitative

1.7.1.1.2. Pre-experimental

Group Pretest Treatment Posttest

One group pretest-posttest v vvvv v

mean of pretest mean of posttest

t-test for dependent group

1.7.2. Subject of The Reseach


1.7.2.1. Research Subject : Second Grade of SMP PGRI Cililin.

1.7.2.2. Population : Second Grade of SMP PGRI Cililin having three classes

(A, B, & C) each has 45 students. So, the total is 135 students.

1.7.2.3. Sample : From the three class, one is taken randomly as the sample.

The choice falls into class B, having 45 students.

1.7.3. Data Collecting Technique


1.7.3.1. Collecting the data of Pretest
1.7.3.2. Giving the Treatment

1.7.3.3. Collecting the data of Post-test

1.7.4. Data Analysis


1.7.4.1. Analysis/Processing the data of Pretest and Posttest using t-test for

dependent group.

1.7.4.2. Interpreting the result of the t-test.

 To ˃ t-table Ho is rejected

Ha is accepted

 The students are interested in being taught with Discovery

Learning in learning Reading Comprehension in Narrative Text.

1.8. References
The Regent of the university the Michigan.(2016). Pre-Experimental Designs -

Research Connections. Retrieved from

https://www.researchconnections.org/childcare/datamethods/preexperimental.jsp

G Woolley.(2011). Reading comprehension. Retrieved from

http://englishforthesis.blogspot.co.id/2012/05/what-is-reading-comprehension.html

G Vico.(2017). Jerome S. Bruner: Discovery Learning. Retrieved from

http://edtech2.boisestate.edu/ferdons/504/ferdon_bruner_final.pdf

TEACHING ENGLISH 4 ALL ⋅ ( 2010). Narrative Text in Teaching English |

Teaching English 4 All. Retrieved from


https://teachingenglish4all.wordpress.com/2010/07/02/narrative-text-in-teaching-

english/

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