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THE EFFECTIVENESS OF INQUIRY-BASED TEACHING
IN TEACHING READING VIEWED FROM
STUDENTS’ SELF- ACTUALIZATION
(An Experimental Research in the Eleventh Grade Students of SMA Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012)
THESIS
Submitted to the Graduate School of Sebelas Maret University
as a Fulfillment of the Requirements for Achieving
the Graduate Degree of English Education
By:
Dwi Cahyono S891008019
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
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ABSTRACT Dwi Cahyono. S891008019. “THE EFFECTIVENESS OF INQUIRY-BASED TEACHING IN TEACHING READING VIEWED FROM STUDENTS’ SELF- ACTUALIZATION (An Experimental Research in the Eleventh Grade Students of SMA Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012)”, English Education Department, Graduate School, Sebelas Maret University, Surakarta 2012. Consultant: 1) Dr. Abdul Asib, M.Pd, 2) Drs. Martono, M.A.
The purposes of the research are: (1) Inquiry-Based Teaching more effective than Grammar Translation Method in teaching reading in the eleventh grade students of SMA Muhammadiyah 1 Sragen in the academic year of 2011/ 2012; (2) the students with high Self-actualization have better comprehension in reading than the students with low Self-actualization; (3) there is any interaction between teaching methods and the students’ Self-actualization in teaching reading in the Eleventh Grade Students of SMA Muhammadiyah 1 Sragen in the academic year of 2011/ 2012.
This experimental research was conducted at SMA Muhammadiyah 1 Sragen in the academic year of 2011/ 2012. The population of this research is the eleventh grade students. The number of population is 267 students coming from eight classes. The sample was taken by using cluster random sampling. The samples are XI IPA 1 as the experimental class and XI IPA 3 as the control class. The number of students of each class is 32 students, so there are 64 students used as sample. The writer used normality test, homogeneity test in order to check whether the sample was in normal distribution and homogeny or not.
The instruments used to collect the data are reading test and questionnaire of self-actualization. Before the instruments were used, a try out was done to know validity and reliability of self-actualization questionnaire and validity and reliability of reading test. The research findings show: 1) IBT is more effective than GTM in teaching reading. The mean of students’ reading score of the students who are taught by IBT is 74.84 while the mean score of the students who are taught by GTM is 70.67; 2) The students having high self-actualization have better reading skill than those having low self-actualization. The mean of students’ reading score of the students who have high self-actualization is 77.39 whereas the mean score of the students who have low self-actualization is 64.11; 3) There is interaction between teaching methods and students’ self-actualization. The result of ANOVA shows that Fo (28.72) > Ft (0.05) (4.17), and the result of Tukey test shows that IBT is more effective to teach reading for students having high self-actualization, whereas, GTM is more effective to teach reading for students having low self-actualization.
Based on the research findings, it can be concluded that IBT is an effective teaching method to teach reading. The effectiveness of IBT depends on the degree of students’ self-actualization. In order to get maximum result on students’ reading skill, English teachers are suggested to apply IBT by considering students’ characteristics especially based on their degree of self-actualization. Key words: Reading, Inquiry-Based Teaching, Grammar Translation Method,
Self-Actualization.
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ACKNOWLEDGEMENT
Praise to Allah SWT, the Lord of the world, thanks for blessing, inspiration,
and everything given to the writer in completing his study. Peace and blessing on
the Messenger of Allah, Muhammad the prophet. This thesis cannot be finished
without the help from other people. Therefore, he would like to express his
appreciation and gratitude to:
1. The Director of Graduate School of Sebelas Maret University for giving his
permission to write this thesis.
2. The Head of English Education Department of Graduate School of Sebelas
Maret University who has given his support and guidance for writing this
thesis.
3. Dr. Abdul Asib, M. Pd., the first consultant for his patience in providing
valuable, continuous and careful guidance, indispensable helpful correction,
suggestion and advice.
4. Drs. Martono, M.A, the second consultant for his patience in giving guidance
and feedback to the writer to the perfection of this thesis.
5. Bpk Mustofa, S. Pd, the headmaster of SMA Muhammadiyah 1 Sragen who
has given his permission to carry out the research in the school.
6. All the lecturers of English Education Department of Graduate School of
Sebelas Maret University who had taught and guided him patiently during the
years of his study.
7. His beloved parents who always support and pray for his success and his
siblings who always motivate him.
8. All of his friends and all of people who might not be mentioned individually
here.
Finally, the writer has a great expectation that his research will be
beneficial and useful for anyone who is interested in reading this thesis.
Surakarta, June 2012
Dwi Cahyono
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MOTTO AND DEDICATION
“Jadilah seperti karang di lautan yang kuat dihantam ombak dan kerjakanlah
hal yang bermanfaat untuk diri sendiri dan orang lain, karena hidup hanyalah
sekali. Ingat hanya pada Allah apapun dan di manapun kita berada kepada
Allah-lah tempat meminta dan memohon”
This thesis is dedicated to:
My beloved parents
My lovely siblings
My lovely Niece
My beloved friends
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PRONOUNCEMENT
This is to certify that I myself write this thesis, entitled “THE
EFFECTIVENESS OF INQUIRY-BASED TEACHING IN TEACHING
READING VIEWED FROM STUDENTS’ SELF- ACTUALIZATION (An
Experimental Research in the Eleventh Grade Students of SMA
Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012)”. It is not a
plagiarism or made by others. Anything related the other’s work is written in
quotation, the source of which is listed on the bibliography. If then this
pronouncement proves wrong, I am ready to accept any academic punishment,
including the withdrawal or cancellation of my academic degree.
Surakarta, July 2012
Dwi Cahyono S891008019
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TABLE OF CONTENT
TITLE ............................................................................................................. i APPROVAL ................................................................................................. ii LEGITIMATION ......................................................................................... iii ABSTRACT ................................................................................................... iv ACKNOWLEDGMENT ............................................................................. v MOTTO ......................................................................................................... vi PRONUNCEMENT ..................................................................................... vii TABLE OF CONTENTS ............................................................................ viii LIST OF FIGURES...................................................................................... xii LIST OF TABLES........................................................................................ xiii LIST OF APPENDICES ............................................................................. xiv
CHAPTER I INTRODUCTION
A. Background of the Research ...................................... 1 B. Problem Identification ................................................ 7 C. Problem Limitation .................................................... 7 D. Problems Statement .................................................... 7 E. Objective of the Study ................................................ 8 F. Benefit of the Study .................................................... 8
CHAPTER II LITERATURE REVIEW
A. Reading........................................................................ 10 1. The Nature of Reading ......................................... 10 2. Reading Comprehension ...................................... 12 3. Skill of Reading Comprehension ........................ 13 4. Strategies of Teaching Reading Comprehension 16 5. Teaching Reading Skill in EFL class .................. 19 6. Difficulties in Teaching Reading......................... 21
B. Inquiry-Based Teaching ............................................. 22 1. The Nature of Inquiry-Based Teaching .............. 22 2. The Advantages of Inquiry-Based Teaching ...... 29 3. The Disadvantages of Inquiry-Based Teaching . 31 4. Stages of Inquiry-Based Teaching ...................... 31
C. Grammar Translation Method ................................... 33 1. The Nature of Grammar Translation Method ..... 33 2. Characteristics of Grammar Translation Method 35 3. Techniques of Grammar Translation Method .... 35 4. The Advantages of Grammar Translation
Method .................................................................. 36 5. The Disadvantages of Grammar Translation
Method .................................................................. 37
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6. The Steps in Teaching Reading Class Using Grammar Translation Method ............................. 40
D. Teaching Reading Using Inquiry-Based Teaching Compared to Grammar Translation Method ............. 41
E. Self-Actualization ....................................................... 42 1. The Concept of Self-Actualization ...................... 42 2. Factors Influencing Self-Actualization ............... 45 3. The Importance of Self-Actualization................. 46 4. Characteristics of Self-Actualized Person .......... 47 5. Common Traits Amongst People Who Have
Reach Self-Actualization ..................................... 48 6. Five Sets of Need (Psychological Aspect) .......... 49 7. Elements of Self-Actualization............................ 49
F. Review of Related Research ...................................... 50 G. Rationale ..................................................................... 53
1. The Difference Between Inquiry-Based Teaching with Grammar Translation Method in Teaching Reading ................................................. 53
2. The Differences in Reading Achievement Between the Students Having High Self-actualization and Low Self-actualization ............ 54
3. The Interaction Between Teaching Method and the Students’ Self-actualization in Teaching Reading ................................................................. 55
H. Hypothesis................................................................... 56
CHAPTER III RESEARCH METHODOLOGY
A. The Place and Time of the Research ......................... 57 B. Research Design ......................................................... 58 C. Research variable ........................................................ 58 D. Population, Sample, and Sampling............................ 59
1. Population ............................................................... 59 2. Sample .................................................................... 59 3. Sampling Technique .............................................. 60
E. Technique of Collecting the Data .............................. 60 1. Validity ................................................................... 62 2. Reliability ............................................................... 63
F. Technique of Analyzing the Data .............................. 64 1. ANOVA .................................................................. 65 2. Tukey Test .............................................................. 68
G. Statistical Hypotheses ................................................ 69
CHAPTER IV THE RESULT OF THE RESEARCH
A. Data Description ......................................................... 71 B. Normality Test ............................................................ 80 C. Homogeneity Test....................................................... 81
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D. Hypothesis Test .......................................................... 82 1. Summary of ANOVA .......................................... 82 2. Summary of Tukey ............................................... 84
E. Discussion ................................................................... 88
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion .................................................................. 93 B. Implication .................................................................. 94 C. Suggestion ................................................................... 95
BIBLIOGRAPHY......................................................................................... 97
APPENDICES ............................................................................................. 101
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LIST OF FIGURES
Figures Page
Figure 2. 1 Inquiry model 5 steps .......................................................................... 22
Figure 2. 2 Inquiry model 6 steps .......................................................................... 25
Figure 4. 1 Histogram and Polygon of Data A1B1................................................ 72
Figure 4. 2 Histogram and Polygon of Data A1B2................................................ 73
Figure 4. 3 Histogram and Polygon of Data A2B1................................................ 74
Figure 4. 4 Histogram and Polygon of Data A2B2................................................ 75
Figure 4. 5 Histogram and Polygon of Data A1 .................................................... 76
Figure 4. 6 Histogram and Polygon of Data A2 .................................................... 77
Figure 4. 7 Histogram and Polygon of Data B1 .................................................... 78
Figure 4. 8 Histogram and Polygon of Data B2 .................................................... 79
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LIST OF TABLES
Table Page
Table 3. 1 Research Frame ................................................................................... 57
Table 4. 1 Frequency Distribution of Data A1B1 ................................................ 72
Table 4. 2 Frequency Distribution of Data A1B2 ................................................ 73
Table 4. 3 Frequency Distribution of Data A2B1 ................................................ 74
Table 4. 4 Frequency Distribution of Data A2B2 ................................................ 75
Table 4. 5 Frequency Distribution of Data A1..................................................... 76
Table 4. 6 Frequency Distribution of Data A2..................................................... 77
Table 4. 7 Frequency Distribution of Data B1 ..................................................... 78
Table 4. 8 Frequency Distribution of Data B2 ..................................................... 79
Table 4. 9 The Result of Normality Test ............................................................. 80
Table 4. 10 The Result of Homogeneity Test........................................................ 81
Table 4. 11 The Summary of ANOVA 2x2........................................................... 82
Table 4. 12 The Mean Score of ANOVA .............................................................. 83
Table 4. 13 The Result of Tukey Test.................................................................... 85
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LIST OF APPENDICES
Appendix 1 Lesson Plan of Inquiry-Based Teaching (cycle 1-8) ......................... 102
Appendix 2 Lesson Plan of Grammar Translation Method (cycle 1-8) ............... 149
Appendix 3 Blue print of questionnaire for Self-Act (T-O).................................. 188
Appendix 4 Instrument of Self-Act (T-O) .............................................................. 189
Appendix 5a the result of validity and reliability of Self-Act (T-O) ...................... 193
Appendix 5b the result of validity and reliability of Self-Act (after T-O)............. 204
Appendix 6 Blue print of questionnaire for Self-Act (after T-O) ......................... 213
Appendix 7 Instrument of Self-Act (after T-O) ..................................................... 214
Appendix 8 Blue print of reading test (T-O) .......................................................... 218
Appendix 9 instrument of reading test and answer key (T-O) .............................. 219
Appendix 10a the result of validity and reliability of reading test (T-O) .............. 231
Appendix 10b the result of validity and reliability of reading test (aft T-O)......... 239
Appendix 11 blue print of reading test (after T-O) ................................................. 245
Appendix 12 instrument of reading test (after T-O) ................................................ 246
Appendix 13 the tabulation of Self-Act score and reading score ........................... 256
Appendix 14 mean, mode, median, standard deviation .......................................... 257
Appendix 15 normality test ....................................................................................... 279
Appendix 16 homogeneity test.................................................................................. 293
Appendix 17 ANOVA ............................................................................................... 296
Appendix 18 Tukey test ............................................................................................ 300
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CHAPTER I
INTRODUCTION
A. Background of the Study
Being able to read in English is very important as it is known that
success in reading is the most necessary because it is a basic tool of
education. All the subjects in Elementary School such as mathematics,
science, language, and others depend on the ability to read. In high school and
college, reading ability becomes even more important. Through reading the
reader acquires new ideas, obtain needed information, seek support for ideas
and broaden interest. The reader can also get the message that the writer had
expressed.
In general, the purposes of reading can be reading to search for simple
information, for skimming, scanning, learning from texts, integrating
information, writing, critique texts, and general comprehension (Grabe and
Stoller, 2002: 16). The other purposes can be reading for pleasure such as
reading a novel, reading for getting information such as reading newspaper,
reading for getting knowledge such as reading secondary book or journal, and
the last reading for curiosity such as reading a guide book (Cross, 1995: 255).
Besides, reading is essential skill for learners of English as a second
language. For learners it is the most important skill to master in order to
ensure success not only in learning English, but also in learning any content
subjects in where reading is required. In short, with the strengthened reading
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skill, learners will make greater progress and development in all other areas of
learning (Nunan, 2003: 69). By reading the students can get some information
and knowledge. Through reading the students can meet and become familiar
with the new grammar structures and in the same time they can widen their
vocabularies.
Related to the reading skill as English school subject, Pemendiknas
(2007: 14) states that the competence standard of reading at the first semester
of the second year students in Senior high school is as follows:
Competence standards (5): Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. Basic competence (5.3): Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
In Senior High School, the students' reading skill is very crucial thing.
There are many materials presented in the form of many texts. The teacher can
use those texts to teach many topics to be discussed. Reading skill is also
important to help the students to understand many tests that are usually used to
measure their ability such as mid-test and final-test in which most of the
questions are in the form of reading text. The students are able to understand
in determining main idea of the text, finding the writer purpose, finding
reference of the text, finding explicit and implicit information, and finding
meaning of word (vocabulary).
The factors influencing learning can be classified into two kinds. They
are external factors and internal factors (Suryabrata, 2002: 233). External
factors can be classified into two groups: social and nonsocial factors. Social
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factors can come from the students themselves and non social factors can be
the place or location, the weather, and time when the learning process
happens.
Internal factors can also be classified into two groups. They are
physical factors and psychological factors. The physical factors include the
function of certain organs that students have. The psychological factors can be
the students' self-actualization.
The teacher's models to teach reading are also other factors that arise in
this case. Any given model/ techniques, practices, or procedure are likely to
work better, hence the teacher of reading must have a variety of approaches
(Heilman 196l: 9). Many teachers still use Grammar Translation Method to
teaching reading. This model makes the teacher as the center of the teaching
and learning process. The teacher discusses the text by translating word by
word. All the activities in class are under the teacher's direction and are
usually done individually. These activities make the students get bored in
joining the teaching learning process.
The teaching methods which is going to be used to teach the first
semester of the Eleventh Grade students of SMA Muhammadiyah 1 Sragen
are Inquiry-Based Teaching (Experimental Class) and Grammar Translation
Method (control Class).
According to Alberta (2004) that “Inquiry is the dynamic process of
being open to wonder and puzzlements and coming to know and understand
the world”. Inquiry-based Teaching is a process where students are involved
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in their learning, formulate questions, investigate widely and then build new
understandings, meanings and knowledge.
Inquiry-based Teaching provides opportunities for students to develop
their reading skill that they will need all their lives. Learn to cope with
problems that may not have clear solutions, deal with changes and challenges
to understandings, shape their search for solutions, now and in the future. A
systematic approach to the development of these skills is essential to prepare
students for problem solving and lifelong learning. A systematic approach
ensures that students have the opportunity to engage in inquiry, to learn an
overall process and to understand that this general inquiry process can be
transferred to other inquiry situations.
The grammar translation method is known as one of the more
traditional methods of language learning. It has been used in the past to teach
"dead" languages, like Greek and Latin, which focused more on reading and
interpreting and little on communicating and listening skills (Kara, 2007).
In ESL, the grammar translation method focuses heavily on the
specific rules of English grammar, directly translating words and phrases from
the student's native language into English using vocabulary lists and rote
memorization. In this method, the written, literary English language is more
important than spoken English, with reading and writing taking top priority,
and with accuracy in grammar taking precedent over fluency.
According to Orrieux (1989) that “Latin and Ancient Greek are known as
“dead languages”, based on the fact that people no longer speak them for the
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purpose of interactive communication. Yet they are still acknowledged as
important languages to learn (especially Latin) for the purpose of gaining
access to classical literature, and up until fairly recently, for the kinds of
grammar training that led to the “mental dexterity” considered so important in
any higher education study stream.” Morris (1996: 12) states “Latin has been
studied for centuries, with the prime objectives of learning how to read
classical Latin texts, understanding the fundamentals of grammar and
translation, and gaining insights into some important foreign influences Latin
has had on the development of other European languages. The method used to
teach it overwhelmingly bore those objectives in mind, and came to be known
as the Classical Method. It is now more commonly known in Foreign
Language Teaching circles as the Grammar Translation Method (Larsen-
Freeman, Diane. 1986).
In the field of language teaching, the differences among the students
show the students’ different learning achievement. It is important for the
teachers to realize that their students have different strengths. Larsen and
Freeman (2000: 169) imply that some students are better visual learners than
aural learners. Their learning is better when they are able to read the material
rather than simply listen to it. Forest (1987) identified and found that reading
increase some dimensions of self-actualization.
Self-actualization is reached when all needs are fulfilled, in particular
the highest need. Because of the positive feedback, self-actualization is not a
fixed state, but a process of development which does not end. The word
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derives from the idea that each individual has a lot of hidden potentialities:
talents or competences he or she could develop, but which have as yet not
come to the surface. Self-actualization signifies that these potentialities of the
self are made actual, are actualized in a continuing process of unfolding.
Students' reading comprehension influenced by their self-actualization.
Self-actualization is the tendency to actualize, as little as possible, individual
capacities in the world. According to Maslow (1954) defines self-actualization
as the desire for self-fulfillment, namely the tendency for him (the individual)
to become actualized in what he is potential. This tendency might be phrased
as the desire to become more and more comprehend in reading, to become
everything that one is capable of becoming. Based on these definitions, it can
be stated that self-actualization is driving life that will ultimately lead to
maximize one's abilities in reading.
Starting from the above condition, the writer wishes to investigate
about Inquiry-Based Teaching method to teach reading viewed from students'
self-actualization. Thus, the researcher will conduct a research entitled: The
Effectiveness of Inquiry-Based Teaching In Teaching Reading Viewed From
Students’ Self-Actualization (An Experimental Research in the Eleventh
Grade Students of SMA Muhammadiyah 1 Sragen in the Academic Year of
2011/ 2012).
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B. Problem Identification
1. Why is it difficult for the students to learn reading?
2. How can Inquiry-Based Teaching method help the students understand a
text?
3. How can Grammar Translation Method help the students understand a
text?
4. How can the students with high Self-Actualization get better
comprehension in reading than the students with low Self-Actualization?
C. Problem Limitation
Questions arisen from problem identifications will be limited to the
problems which are supposed to influence students’ reading comprehension;
they are the teaching methods (Inquiry-Based Teaching and Grammar
Translation Method) and students’ Self-Actualization.
D. Problem Statement
From the background of the study, problem identification, and problem
limitation, there are three problems that are formulated:
1. Is Inquiry-Based Teaching more effective than Grammar Translation
Method in teaching reading in the Eleventh Grade Students of SMA
Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012?
2. Do the students with high Self-Actualization have better comprehension in
reading than the students with low Self-Actualization?
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3. Is there any interaction between teaching methods and the students’ Self-
Actualization in teaching reading?
E. Objectives of the Study
The objectives of the study are to find out:
1. Whether Inquiry-Based Teaching more effective than Grammar
Translation Method in teaching reading in the Eleventh Grade Students of
SMA Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012;
2. Whether the students with high Self-Actualization have better
comprehension in reading than the students with low Self-Actualization;
3. Whether there is any interaction between teaching methods and the
students’ Self-Actualization in teaching reading.
F. Benefit of the Study
1. For Researcher
It is expected that the teacher will get more information about one of the
appropriate teaching method, in this case is inquiry-based teaching. So the
teacher is hoped to create an interesting teaching learning process by using this
method. Then, the data of the research are also very useful for the teacher. It will
help the teacher to identify the students’ difficulties in reading and also find the
students who need more guiding. Then, the teacher can take some correct
problems solving from those problems.
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2. For students
It is expected that the result will give motivation to the students to be
more maximize their self-actualization and better in reading mastery. Through
inquiry based teaching, students are expected to have good enrichment in their
reading and also the changes of behavior during teaching learning process.
It is expected that the information of the result will be very useful for
getting success in teaching learning process, so the quality of teaching learning
process can be increased. The result of the research is also hoped to improve
students’ achievement in English lesson standard.
3. For other researchers
It is expected that the result of the researcher can give more information
for getting the better research. The quality of this research can increase and
become useful for the development of the research.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A scientific framework needs some theories that support the fundamental
thought. In accordance with the topic which will be discussed in the thesis, this
chapter presents theoritical descriptions underlying the research, rationale, and
hypotheses.
A. Reading
1. The Nature of Reading
Reading is an active process to get information, ideas, and facts
from the text. In the academic field, teachers and students are required to
read a lot of information for the process of transferring knowledge. By
reading, it is expected that they are able to extract the ideas conveyed in
their reading textbooks.
People read for different purposes. According to Nutall (1989: 5) it
is accepted that the way people read is influenced by their purpose in
reading. People read to get something from the writing such as facts, ideas,
and enjoyment. People also read to connect the ideas on the page to what
we already know. When the teacher trains the students to read, one of the
functions of the teacher is not only to persuade them of the advantages of
skimming and scanning, but also to make them see that the way they read
is vitally important.
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Grabe and Stoller (2002: 187) point out that reading for general
comprehension requires rapid and automatic processing of words, strong
skills in informing a general meaning representation of main ideas, and
efficient coordination of many processes under very limited time
constrains.
Burn, Roe, Ross (1984) state that reading is a thinking process. The
process of recognizing words requires interpretation of graphic symbols to
understand the figurative language, determine the authors purpose, to
evaluate the ideas presented, and apply the ideas to the actual situation.
Good reading competence requires many components. The
students have some indicators that can be indicate their reading
competence such as : understanding reference in the reading text,
understanding kinds of paragraph development, understanding the
message of the story, understanding topic sentence, understanding the tone
(of emotion) of the text, understanding vocabulary, understanding logical
inference, distinguishing between general idea and topic sentence, making
accurate prediction, making restatement, and understanding grammar
(Bermuister, 1974: 83).
Hafner and Jolly in burns, et al,, 1984: 27) reading is a process of
looking at written language symbols, converting them into overt and
convert speech symbols, and manipulating them so that both overt explicit
and implicit information intended by the author can be understood..
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Based on the explanation above, researcher can conclude that
reading is the cognitive process to getting meaning (the message), finding
and informing main ideas, determining the authors’ purpose, finding
explicit and implicit information, understanding reference in the reading
text, and understanding vocabulary.
2. Reading Comprehension
Reading comprehension is an interactive process between the
writer and reader, with the expression and reception of meaning as the
primary goal of both parties. A writer expresses his or her thoughts, ideas
and feelings via the written word, and hopefully, this writing effectively
expresses this intended message to a reader. The reader should actively
think about what they are reading for, during reading, and after the act of
reading.
Heilman (1981: 237-246) states that comprehension is a
multifaceted process affected by variety of factors. Davis in Heilman
(1981: 241) states five comprehension skills: (1) recalling word meaning
(vocabulary knowledge); (2) drawing inferences from context; (3)
following the structure of passage; (4) recognizing a writer’s purpose,
attitude, tone, mood; and (5) finding answers to questions answered
explicitly.
According to Nunan (1991: 81), reading comprehension by
definition refers to a process that involves actively constructing meaning
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among the parts of the text and personal experience. There is a
"construction process" in comprehension because it involves all of the
elements of the reading process working together as a text is read to create
a representation of the text in the reader's mind.
Furthermore, Nutall (1982: 2) defines reading comprehension as
understanding, interpreting, decoding, and identifying meaning of words
in written text. Constructing meaning from the text is the main objective of
reading comprehension activity. McNeill (1992: 55) adds that the things
such as decoding ability, knowledge of the vocabulary presented,
familiarity with the concept and cognitive development are factors which
effect reading comprehension.
3. Skills of Reading Comprehension
Reading every word of a text is not always necessary in the reading
activity. Spending too much time on individual words can distract one's
understanding of the text being read.
Alexander (1998: 279) states that skills of reading comprehension
include:
a. Finding the main ideas
Finding main ideas is a skill which attempts to get a global
understanding of the text. Comprehending main ideas has been
considered important to the comprehension process. Techniques to
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find the main ideas are various. These most often involve
summarization or searching for key word and topic sentence.
b. Remembering details
Remembering details is skill which requires a reader to
remember specific or detailed information in the text. The specific or
detailed information may refer to the name of a person, date of a day
and a place. Reading for details can be developed through some of the
questioning procedures.
c. Recognizing sequence
Recognizing sequence is the ability to note the order or a
sequence of events to grasp the cause-effect relationship involved and
to anticipate the rest of the story in the text.
d. Following direction
Following directions is a skill to find out how to do things
through printed direction. These printed directions can help a reader to
know how to do something. In printed directions we need to be able to
read carefully and accurately and to follow a series of directions
precisely in correct order.
e. Summarizing and organizing information
Summarizing and organizing information is a skill of a reader
to sum up and organize the information in the text. It can be stated by
recognizing what the author wants to say, think out the order,
sequence, relative importance, and the interrelatedness of the specific
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ideas which are intended to convey, and plans of the exposition
accordingly.
f. Generalizing
It is the skill of a reader to generalize information in the text.
The ability to generalize is usually related to higher-level
comprehension.
g. Predicting outcomes
Predicting outcomes is a skill of a reader to predict the text to
follow or what the end of the text will be. One of the most common
techniques is to stop children before they finish reading a story and
have them suggest how the story or text could end. All these skills play
important roles in order to assist a reader to be able to determine the
particular skills to be used in comprehending a written text on the basis
of appropriate context.
Based on the theories about reading comprehension above, it can
be concluded that reading comprehension is a multifaceted process that
involves actively to constructing meaning, understanding, decoding, and
identifying meaning of words in written text. Reading comprehension
covers the ability in identifying meaning of words or vocabulary items,
understanding inference, understanding references, finding the specific
information, and finding main ideas of the text being read.
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4. Strategies of Teaching Reading Comprehension
Brown (2001: 307) proposes ten strategies for reading
comprehension that can be applied in the classroom techniques, namely:
a. Identify the purpose in reading
Efficient reading consists of clearly identifying the purpose in
reading something. By doing so, students know what they are looking
for and can weed out potential distracting information. In short
students should know their purpose in reading something.
b. Use graphic rules and patterns to aid in bottom-up decoding (especially
for beginning level learners).
At the beginning level of learning English, one of the
difficulties students encounter in learning to read is making the
correspondences between spoken and written English. In many cases,
students have become acquainted with oral language and have some
difficulties learning English spelling convention. They may need hints
and explanations about certain English orthographic rules and
peculiarities.
c. Use efficient silent reading techniques for relatively rapid
comprehension (for intermediate to advanced levels).
When teaching beginning level of students, the particular
strategy will not apply because they are still struggling with the control
of a limited vocabulary and grammatical pattern. The intermediate-to-
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advanced level students need not be speed-readers, but they can
increase efficiency by applying a few silent reading rules.
d. Skim the text for main ideas.
Perhaps the two most valuable reading strategies for students
are skimming and scanning. Skimming consists of quickly running
one's eyes across a whole text for its gist. Skimming gives readers the
advantage of being able to predict the purpose, the main topic, or
message and possibly some of the developing or supporting ideas.
e. Scan the text for specific information
The second in the most valuable category is scanning or
quickly searching for some particular piece or pieces of information in
a text. Scanning exercises may ask students to look for names or dates,
to find a definition of a key concept, or to specific information without
reading through the whole text. For academic English scanning is
essential.
f. Use semantic mapping or clustering
Readers can easily be overwhelmed by a long string of ideas or
events. The strategy of semantic mapping, grouping ideas into
meaningful clusters, helps the reader to provide some order to the
chaos. Making such semantic maps can be done individually, but they
make for a productive group work techniques as students collectively
induce order and hierarchy to a passage.
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g. Guess when you aren't certain
This is an extremely broad category. Students can use guessing
to their advantage to guess the meaning of a word, a grammatical
relationship, discourse relationship, and infer implied meaning, a
cultural reference, and content message.
h. Analyze vocabulary
One way for learners to make guessing pay off when they don't
immediately recognize a word is to analyze it in terms of what they
know about it. The techniques that may be applied are to look for
prefixes that may give clues, to look for suffixes that may indicate
what part of speech it is, to look for root that is familiar, to look for
grammatical contexts that may signal information and to look at the
semantic context (topic) for clues.
i. Distinguish between literal and implied meaning.
This requires the application of sophisticated top-down
processing skill. The fact that not all language can be interpreted
appropriately by attending to its literal, syntactic surface structure
makes special demands on readers. Implied meaning usually has to be
derived from processing pragmatic information.
j. Capitalize on discourse markers to process relationships
Many discourse markers in English signal relationship among
ideas as expressed through phrases, clauses, and sentences. A clear
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comprehension of such markers can greatly enhance students reading
efficiency.
5. Teaching Reading Skills in English Foreign Language Class
According to Nuttal (1982: 3), it is accepted that the way people
read is influenced by their purpose in reading. People read to get
something from the writing such as facts, ideas, and enjoyment. If none of
the purposes are written in the foreign language, it may be unnecessary for
us to read in the foreign language at all.
Furthermore, Bum et al. (1996: 5) state that the ability to read is
vital to functioning effectively in a literate society such as ours.
Consequently, teachers must show students that being able to read is
rewarding in many ways, for example, telling the students that reading
increases success in school, helps in coping with everyday situations
outside school, and provide recreation. Children are motivated by the
expectation that they will receive these rewards, which then provide
reinforcement to continue reading.
Nuttal in Martani (2009: 13-14) mentions two approaches to
teaching reading, a top-down and a bottom-up approach.
a. The top-down approach
“The top-down approach is the approach to reading in which one can make predictions based on the shemata s/he has acquired – to understand the text. The kind of processing is used when one interprets assumptions and draws inferences. The top-down approach gives a sense of perspective and makes use of all that the
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reader brings to the text: prior knowledge, common sense, etc, which have sometimes been undervalued in the reading class.” In short, the top-down approach deals with the involvement of the
reader’s background knowledge and experience. They enable the reader
to predict the writer’s purpose and interpret the difficult parts of the text.
This leads the reader to understanding.
b. The bottom-up approach
“The bottom-up approach is the approach to reading in which the reader builds up a meaning from the black marks on the page: recognizing letters and words, working out sentence structure. The scientist develops a detailed understanding of that one little area (which might represent a sentence in the text), so that their effects on one another can be recognized. In the other words, bottom-up and top-down are used to complement each other.” The bottom-up approach is used when the reader is not sure
whether the provided message is the writer’s intension. Lack of
knowledge and different perspective can make the reader confused.
Therefore, the reader has to examine the words and the sentence structure
to make sure that s/he understands the text.
c. The interaction of top-down and bottom-up processing
”in practice a reader continually shifts fro one focus to another, now adopting a top-down approach to predict the probable meaning, then moving to the bottom-up approach to check whether that is really what the writer says. This has become known as interactive reading. Both approaches can be mobilized by conscious choice, and both are important strategies for readers.” Both top-down approach and bottom-up can be used to
complement each other in order to understand a text through predicting
or interpreting a meaning and then checking if that is what the writer
intends to say.
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6. Difficulties in Teaching Reading
Although reading is the cornerstone of academic success, a single
course in reading methods is often all that is offered most prospective
teachers. Even if well taught, a single course is only the beginning.
Without deeper knowledge, the specific techniques of lesson delivery
cannot be acquired, let alone knowledge of language, reading psychology,
children's literature, or the management of a reading program based on
assessment. The consequences for teachers and students alike have been
disastrous, (Moats, L. 1999).
Teaching reading is a complex process that draws upon an
extensive knowledge base and repertoire of strategies. Many teachers are
underprepared to teach reading effectively, and examine some of the
reasons why teaching reading is difficult (Moats, L. 1999).
Teaching reading is a job for an expert. Contrary to the popular
theory that learning to read is natural and easy, learning to read is a
complex linguistic achievement,(Moats, L. 1999).
For many children, it requires effort and incremental skill
development. Moreover, teaching reading requires considerable
knowledge and skill, acquired over several years through focused study
and supervised practice (Moats, L. 1999).
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B. Inquiry-Based Teaching
1. The Nature of Inquiry-based Teaching
Inquiry-based Teaching is often described as a cycle or a spiral,
which implies formulation of a question, investigation, creation of a
solution or an appropriate response, discussion and reflection in
connection with results (Bishop et al, 2004).
The Inquiry cycle is a process which engages students to ask and
answer questions on the basis of collected information and which should
lead to the creation of new ideas and concepts. The activity often finishes
by the creation of a document which tries to answer the initial questions.
The cycle of inquiry has 5 global stages: Ask, Investigate, Create, Discuss
and Reflect.
Figure 2.1 (Inquiry model 5 steps)
a. Ask
Ask begins with student's curiosity about the text, ideally with
their own questions. It's important that student formulate their own
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questions because they then can explicitly express concepts related to
the learning subject.
1) Finding students curiosity about the text.
2) Students propose the problem based on their understanding.
3) Formulating questions about the text.
b. Investigate
Ask naturally leads to investigate which should exploit initial
curiosity and lead to seek and create information. Investigate is a self-
motivating process totally owned by the active student.
1) Students trying to explore their mind about the text.
2) Students start to understanding about the problem and information
needed from the text.
3) Students seek the information explicit and implicitly from the text.
c. Create
Collected information begins to merge. Students start making
links. Here, ability to synthesize meaning is the spark which creates
new knowledge.
1) Students summarize information about the text.
2) Students get the information to answer the questions related to the
text.
3) Students explore their mind to find the alternative answer related to
the text.
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d. Discuss
At this point, students share their ideas with each other, and ask
each others about their own experiences and investigations. Such
knowledge-sharing is a community process of construction and they
begin to understand the meaning of their investigation.
1) Students discussing the result about the text with partners.
2) Students sharing about the answers that have been created.
3) Students presenting about their own understanding and opinion.
e. Reflect
This step consists in taking time to look back. Think again
about the initial question, the path taken, and the actual conclusions.
1) In the last stage, students review about their understanding the text.
2) Students finding the problem that occur during reading process.
3) Students try to solve their problem in reading a whole of the text.
“Inquiry is the dynamic process of being open to wonder and
puzzlements and coming to know and understand the world” (Galileo
Educational Network, 2004). Inquiry-based Teaching is a process where
students are involved in their learning, formulate questions, investigate
widely and then build new understandings, meanings and knowledge.
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Figure 2.2 (inquiry model 6 steps)
a. Planning
1) Identify a topic area for inquiry
2) Identify possible information sources
3) Identify audience and presentation format
4) Establish valuation criteria
5) Outline a plan for inquiry
b. Retrieving
1) Develop an information retrieval plan
2) Locate and collect resources
3) Select relevant information
4) Evaluate information
5) Review and revise the plan for inquiry
1
2
4
3 5
6
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c. Processing
1) Establish a focus for inquiry
2) Choose pertinent information
3) Record information
4) Make connections and inferences
5) Review and revise the plan for Inquiry
d. Creating
1) Organize information
2) Create a product
3) Think about the audience
4) Revise and edit
5) Review and revise the plan for inquiry
e. Sharing
1) Communicate with the audience
2) Present new understandings
3) Demonstrate appropriate audience behavior
f. Evaluating
1) Evaluate the product
2) Evaluate the inquiry process and inquiry plan
3) Review and revise personal inquiry model
4) Transfer learning to new situations/beyond school
Peixotto (1997) defines inquiry-based teaching as a perfect
complement to a child's natural curiosity about the world and how it
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works". The worlds of inquiry, curiosity, and wonder should be alive in
classrooms everywhere. It is a world where children's minds come alive
with possibilities and where students learn through experience,
investigation, and hands-on activities that engage their minds and foster
their interest (Amaral, Olga, Leslie Garrison, Michael Klentschy, 2002).
In relation to what Piexotto states, inquiry-based Teaching
describes a range of philosophical, curricular and pedagogical approaches
to teaching. Its core premises include the requirement that teaching-
learning should be based around student questions. Pedagogic and
curriculum requires students to work independently to solve problems
rather than receiving direct instructions on what to do from the teacher.
Teachers are viewed as facilitators of learning rather than vessels of
knowledge. The teachers’ job in an inquiry learning environment is
therefore not to provide knowledge, but instead to help students along the
process of discovering knowledge themselves (Barman and Kotar, 1989).
It is also stated that inquiry is "a seeking for truth information, or
knowledge... seeking information by questioning". The process of inquiry
begins with gathering information and data through applying the human
senses... seeing, hearing, touching, tasting and smelling. Through the
process of inquiry, individuals construct much of their understanding of
the natural and human designed worlds. Inquiry implies a "need or want to
know" premise. By questioning, individuals have a need or want to know
information and knowledge that lead them to understanding both clearly.
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The process of inquiry is similar to infants observe faces that come near,
grasp objects. Put things in their mouths and turn toward voices. They
begin to make sense of the world by inquiring (Barman and Kotar, 1989).
The same idea is also proposed here, stating that inquiry-based
Teaching is one term used to describe educational approaches that are
driven more by a learner's questions than by a teacher's lessons. Asking
questions is at the heart of inquiry-based Teaching. According to Schrock
Kathy (2004), Inquiry-based Teaching is students centered. However, it
needs teachers' involvement in guiding students to ask questions to find
answers and to construct new question along the way indicating that they
really care about the material given.
Teachers act as facilitators of learning, not those who always give
instruction to their students and teach as if they are source of knowledge.
They motivate students to ask questions and solve the problems
independently; nevertheless, it is possible to do these in pairs or in a
group. Another definition of inquiry-based teaching and learning is '"a
dynamic approach to learning that involves exploring the world asking
questions, making discoveries, and rigorously testing those discoveries in
the search for new understanding" (Lombard, 2007).
From the above ideas, it can be concluded that inquiry-based
teaching is the method or approach in which the process of constructing
understanding is done by questioning. The worlds of inquiry, curiosity,
and wonder should be alive in classrooms everywhere. The teachers' role
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is facilitating and guiding students to solve problems and answer the
questions themselves. Teachers encourage students by questioning
reflective questions requiring integration and information. The students
and the teachers share responsibility for learning and they collaborate on
constructing new knowledge.
According to the theories about Inquiry-Based Teaching above, the
researcher uses the 5 steps Inquiry-Based Teaching in conducting the
research.
2. The Advantages of Inquiry-based Teaching (Barman and Kotar. 1989)
a. Inquiry-based teaching is essential, however, that one plans ahead so
one can guide kids to suitable learning opportunities. It is flexible and
works well for projects that range from the extensive to the bounded,
from the research-oriented to the creative, from laboratory to the
Internet.
b. Inquiry-based teaching can awake one's confidence, interest, and self-
esteem. One will find that many kinds who have trouble in school
because they do not respond well to lectures.
c. The inquiry-based approach is at its best when working on
interdisciplinary projects that reinforce multiple skills or knowledge
areas in different facets of the same project. In contrast, the traditional
approach tends to be very vertical: the class studies science for awhile,
for example, then language arts, then math, then geography. One will
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also find that although the traditional approach is sharply weighted
toward the cognitive domain of growth, inquiry-based projects
positively reinforce: skills in all three domains-physical, emotional,
and cognitive.
d. Inquiry-based works well 'when the teacher decides let each student
develop an individual project; when doing so, however, be sure to
incorporate some elements of collaboration or sharing. But it is
particularly well suited to collaborative learning environments and
team projects. Activities can be created in which the entire class works
on a single question as a group (just be sure that we whole group truly
cares about the question) or in teams working on the same or different
questions.
e. An inquiry-based can work with any age group. Even though older
students will be able to pursue much more sophisticated questioning
and research projects, build a spirit of inquiry into activities wherever,
even with the youngest, in an age-appropriate manner.
f. The inquiry-based acknowledges that children especially children from
minority and disadvantaged communities, have what researcher Luis
Moll calls "funds of knowledge" that are often ignored by traditional
curricula. An inquiry-based validates the experience and knowledge
that all kids bring to the learning process.
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3. The Disadvantages of Inquiry-Based Teaching (Barman and Kotar. 1989)
a. Inquiry-based teaching concerns with asking students to work at least
as much as the teacher and achieving as much as he/she can in as little
time as possible. The strategy will be hard applied to all students.
b. There is a chance of missing a lot of very important information that
people need to know.
c. Inquiry-based teaching unmotivated students, since it needs motivated
learners.
4. Stages of Inquiry-Based Teaching
The cycle of inquiry has 5 global stages: Ask, Investigate, Create,
Discuss and Reflect.
a. Ask
Ask begins with student's curiosity about the text, ideally with their
own questions. It's important that student formulate their own
questions because they then can explicitly express concepts related to
the learning subject.
1) Finding students curiosity about the text.
2) Students propose the problem based on their understanding.
3) Formulating questions about the text.
b. Investigate
Investigate is a self-motivating process totally owned by the active
student.
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1) Students trying to explore their mind about the text.
2) Students start to understanding about the problem and information
needed from the text.
3) Students seek the information explicit and implicitly from the text.
c. Create
Collected information begins to merge. Students start making links.
Here, ability to synthesize meaning is the spark which creates new
knowledge.
1) Students summarize information about the text.
2) Students get the information to answer the questions related to the
text.
3) Students explore their mind to find the alternative answer related to
the text.
d. Discuss
At this point, students share their ideas with each other, and ask each
others about their own experiences and investigations. Such
knowledge-sharing is a community process of construction and they
begin to understand the meaning of their investigation.
1) Students discussing the result about the text with partners.
2) Students sharing about the answers that have been created.
3) Students presenting about their own understanding and opinion.
e. Reflect
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This step consists in taking time to look back. Think again about the
initial question, the path taken, and the actual conclusions.
1) In the last stage, students review about their understanding the text.
2) Students finding the problem that occur during reading process.
3) Students try to solve their problem in reading a whole of the text.
C. Grammar-Translation Method
1. Nature of Grammar-Translation Method (Hadirukiyah, 2009)
The grammar-translation method of foreign language teaching is
one of the most traditional methods, dating back to the late nineteenth and
early twentieth centuries. It was originally used to teach 'dead' languages
(and literatures) such as Latin and Greek.
At the beginning of this century, this method is used to assist
students in reading and understanding a foreign language literature. But it
is also expected that it is in studying or understanding the grammar of the
desired target language, students will become more familiar with the
language rules in accordance with the source language and a deeper
understanding of this will further help them in reading and writing
according to the source language to be better.
According to Orrieux, C (1989), “Latin and Ancient Greek are
known as “dead languages”, based on the fact that people no longer speak
them for the purpose of interactive communication. Yet they are still
acknowledged as important languages to learn (especially Latin) for the
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purpose of gaining access to classical literature, and up until fairly
recently, for the kinds of grammar training that led to the “mental
dexterity” considered so important in any higher education study
stream. Morris (1996) states that “Latin has been studied for centuries,
with the prime objectives of learning how to read classical Latin texts,
understanding the fundamentals of grammar and translation, and gaining
insights into some important foreign influences Latin has had on the
development of other European languages. The method used to teach it
overwhelmingly bore those objectives in mind, and came to be known as
the Classical Method. It is now more commonly known in Foreign
Language Teaching circles as the Grammar Translation Method.”
(Larsen-Freeman, Diane, 1986)
According to Brown (2001), the Grammar Translation Method
withstood attempts at the turn of the twentieth century to 'reform' language
teaching methodology and to this day it is practiced in too many
educational contexts.
From the theories about Grammar Translation Method above,
Grammar Translation Method is assisting students in reading and
understanding the fundamentals of grammar and translation, understanding
a foreign language literature in educational contexts.
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2. Characteristics of Grammar-Translation Method
The grammar translation method has eihgt characteristics:
a. Classes are taught in the mother tongue, with little active use of the
target language.
b. Much vocabulary is taught in the form of lists of isolated words.
c. Long elaborate explanations of the intricacies of grammar are given.
d. Grammar provides the rules for putting words together, and instruction
often focuses on the form and inflection of words.
e. Reading of difficult classical texts is begun early.
f. Little attention is paid to the content of texts, which are treated as
exercises in grammatical analysis.
g. Often the only drills are exercises in translating disconnected sentences
from the target language into the mother tongue.
h. Little or no attention is given to pronunciation.
3. Techniques of Grammar Translation Method
The grammar translation method has nine Techniques:
a. Translation of a Literary Passage (Translating target language to
native language)
b. Reading Comprehension Questions (Finding information in a passage,
making inferences and relating to personal experience)
c. Antonyms/Synonyms (Finding antonyms and synonyms for words or
sets of words).
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d. Cognates (Learning spelling/sound patterns that correspond between
L1 and the target language)
e. Deductive Application of Rule (Understanding grammar rules and
their exceptions, then applying them to new examples)
f. Fill-in-the-blanks (Filling in gaps in sentences with new words or
items of a particular grammar type).
g. Memorization (Memorizing vocabulary lists, grammatical rules and
grammatical paradigms)
h. Use Words in Sentences (Students create sentences to illustrate they
know the meaning and use of new words)
i. Composition (Students write about a topic using the target language).
4. The Advantages of Grammar Translation Method
a. The phraseology of the target language is quickly explained.
Translation is the easiest way of explaining meanings or words and
phrases from one language into another. Any other method of
explaining vocabulary items in the second language is found time
consuming. A lot of time is wasted if the meanings of lexical items are
explained through definitions and illustrations in the second language.
Further, learners acquire some short of accuracy in understanding
synonyms in the source language and the target language.
b. Teacher’s labor is saved. Since the textbooks are taught through the
medium of the mother tongue, the teacher may ask comprehension
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questions on the text taught in the mother tongue. Pupils will not have
much difficulty in responding to questions on the mother tongue. So,
the teacher can easily assess whether the students have learnt what he
has taught them. Communication between the teacher and the learners
does not cause linguistic problems. Even teachers who are not fluent in
English can teach English through this method. That is perhaps the
reason why this method has been practiced so widely and has survived
so long
5. The Disadvantages of Grammar Translation Method
a. It is an unnatural method. The natural order of learning a language is
listening, speaking, reading and writing. That is the way how the child
learns his mother tongue in natural surroundings. But in the Grammar
Translation Method the teaching of the second language starts with the
teaching of reading. Thus, the learning process is reversed. This poses
problems.
b. Speech is neglected. The Grammar Translation Method lays emphasis
on reading and writing. It neglects speech. Thus, the students who are
taught English through this method fail to express themselves
adequately in spoken English. Even at the undergraduate stage they
feel shy of communicating through English. It has been observed that
in a class, which is taught English through this method, learners listen
to the mother tongue more than that to the second/foreign language.
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Since language learning involves habit formation such students fail to
acquire habit of speaking English. Thus, they have to pay a heavy price
for being taught through this method.
c. Exact translation is not possible. Translation is, indeed, a difficult task
and exact translation from one language to another is not always
possible. A language is the result of various customs, traditions, and
modes of behavior of a speech community and these traditions differ
from community to community. There are several lexical items in one
language, which have no synonyms/equivalents in another language.
For instance, the meaning of the English word ‘table’ does not fit in
such expression as the ‘table of contents’, ‘table of figures’,
‘multiplication table’, ‘time table’ and ‘table the resolution’, etc.
English prepositions are also difficult to translate. Consider sentences
such as ‘We see with our eyes’, ‘Bombay is far from Delhi’, ‘He died
of cholera’, He succeeded through hard work’. In these sentences
‘with’, ‘from’, ‘of’, ‘through’ can be translated into the Hindi
preposition ‘se’ and vice versa. Each language has its own structure,
idiom and usage, which do not have their exact counterparts in another
language. Thus, translation should be considered an index of one’s
proficiency in a language.
d. It does not give pattern practice. A person can learn a language only
when he internalizes its patterns to the extent that they form his habit.
But the Grammar Translation Method does not provide any such
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practice to the learner of a language. It rather attempts to teach
language through rules and not by use. Researchers in linguistics have
proved that to speak any language, whether native or foreign entirely
by rule is quite impossible. Language learning means acquiring certain
skills, which can be learnt through practice and not by just memorizing
rules. The persons who have learnt a foreign or second language
through this method find it difficult to give up the habit of first
thinking in their mother tongue and than translating their ideas into the
second language. They, therefore, fail to get proficiency in the second
language approximating that in the first language. The method,
therefore, suffers from certain weaknesses for which there is no
remedy.
6. The Steps in Teaching Reading Class Using Grammar-Translation
Method
a. Opening
1) The teacher greats the students, then the teacher asks the students
about the reading passage, for example: "How many paragraphs in
the passage" or "what do the pictures in the lesson contain?” where
is each scene taking place or what is happening.
2) The teacher writes the key words of the topic on the board and
explaining them to the students. Giving simple information about
the reading topic, same to the students' level. For example,
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translate the idea of the topic by giving them the idea in their
language and culture.
b. Material Delivery
1) Teacher explains the benefits of comprehending this passage, for
instance they develop students' awareness of the reading process
and reading strategies by asking students to think and talk about
how they read in their native language.
2) The students read the passage in 20 minutes, the teacher encourage
students to read and learn by giving students some choice of
reading material.
3) The teacher explains and asks the difficult words in the reading
passage. In this case the teacher usually asks the students to do the
translation of reading passage.
c. Closing
1) The teacher gives an evaluation; this contains answering the book's
exercises and questions that related to the reading passage. If the
students answer these questions correctly with a less interference
by the teacher, the goals of the lesson are achieved.
2) The teacher gives him enough time to evaluate the students
understanding of the lesson. Therefore, the teacher can repeat the
lesson to the students who do not understand in a quick and
comprehensive way. Here, the students are very interesting and
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enjoying the lesson when the teacher applied this method to this
group.
D. Teaching Reading Using Inquiry-Based Teaching Compared to Grammar
Translation Method
process Inquiry-Based Teaching Grammar Translation Method opening 1) The teacher greats the
students, checking students’ attendance.
2) The teacher review the last material
3) Explaining about the material 4) Explaining the purpose and
the benefit in teaching learning process
1. The teacher greats the students, then the teacher ask the students about the reading passage.
2. The teacher writes the key words of the topic on the board and explaining them to the students. Giving simple information about the reading topic, same to the students' level.
Material delivery
Ask 1. Finding students curiosity
about the text. 2. Students propose the problem
based on their understanding. 3. Formulating questions about
the text. Investigate 1. Students trying to explore
their mind about the text. 2. Students start to
understanding about the problem and information needed from the text.
3. Students seek the information explicit and implicitly from the text.
Create 1. Students summarize
information about the text related to the indicators that focused.
2. Students get the information to answer the questions related to the text.
1) Teacher explains the benefits of comprehending this passage, for instance they develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.
2) The students read the passage in 20 minutes, the teacher encourage students to read and learn by giving students some choice of reading material.
3) The teacher explains and asks the difficult words in the reading passage. In this case the teacher usually asks the students to do the translation of reading passage.
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3. Students explore their mind to find the alternative answer related to the text.
Discuss 1. Students discussing the result
about the text with partners. 2. Students sharing about the
answers that have been created.
3. Students presenting about their own understanding and opinion.
Reflect 1. In the last stage, students
review about their understanding the text.
2. Students finding the problem that occur during reading process.
3. Students try to solve their problem in reading a whole of the text.
closing Summarizing, reflecting, problem
solving and giving task related to material
Summarizing, reflecting, problem solving and giving task related to material
E. Self-Actualization
1. The Concept of Self-Actualization
According to Goldstein, Kurt (1939), self-actualization is "the
tendency to actualize, as much as possible (the organism's) individual
capacities" in the world. Goldstein defined self-actualization as a driving
life force that will ultimately lead to maximizing one's abilities and
determine the path of one's life.
According to Maslow, A (1943), explicitly defines self-actualization
to be the desire for self-fulfillment, namely the tendency for him (the
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individual) to become actualized in what he is potentially. This tendency
might be phrased as the desire to become more and more what one is, to
become everything that one is capable of becoming. He uses the term self-
actualization to describe a desire, not a driving force that could lead to
realizing one's capabilities. He does not feel that self-actualization
determined one's life; rather, he felt that it gives the individual a desire, or
motivation to achieve budding ambition.
Maslow, a more explicit definition of self-actualization is "intrinsic
growth of what is already in the organism, or more accurately of what is
the organism itself. This explanation emphasizes the fact that self-
actualization cannot normally be reached until other lower order
necessities of Maslow's hierarchy of needs are satisfied.
Both Maslow (1956, 1968, 1971) and Rogers (1961) assumed that
all persons have an intrinsic potential for self-actualization that can be
stifled, however, by extrapsychic determinants. According to Maslow
(1968), people's basic needs must be sufficiently gratified before they can
pursue the fulfillment of what he calls the higher, transcendent metaneeds
related to self-actualization. Maslow asserted that people complete
psychological maturation occurs only when their potentialities are fully
developed and actualized.
According to Rogers (1977), self-actualization is a process of
differentiating potentialities inherent in the makeup of the individual. This
process, which is forward-moving, constructive, and self-enhancing,
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becomes possible only when people receive positive regard from others
and learn to think positively of themselves. Each individual, according to
Rogers, has the capacity to be self-aware and to label what occurs
accurately; when one's need for positive regard is met, then, one's
tendency toward self-actualization becomes manifested. When an
individual's self-concept is relatively congruent with his or her experience,
the actualizing tendency can operate without impediment. The individual
can develop, then, into a fully functioning person who is open to the
richness of experience, who has few defenses, and who is self-aware.
Drawing from their definitions of self-actualization as well as from
their therapeutic experiences and observations, Maslow (1954) and Rogers
(1961, 1977, 1980) defined certain unique characteristics of self-
actualizing people. Such a person, they maintained, has the following: an
accurate perception of reality, a high level of creativity, few defenses, a
high level of integration, personal autonomy, unconventional ethics, a
need for human kinship, compassion, humility, deep and harmonious
interpersonal relationships, a respect for others, a desire to establish new
forms of communications and intimacy, and an ongoing concern with
personal growth. In addition, Maslow (1954) highlighted these
characteristics: spontaneity, receptivity, a problem-centered approach to
life, detachment, a fresh appreciation of things, a democratic attitude, a
unique value system, a capacity to cope with circumstances, and a
likelihood of having peak experiences. Rogers (1961) added, moreover,
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these qualities: openness to nature and other people, an unconditional self-
regard, an inner freedom, authenticity, a yearning for a spiritual life, an
indifference to material comforts, a feeling of closeness to nature, and
skepticism of science and technology.
Learning how to read is an example of a self-actualizing process,
where functions originally designed for other purposes are reorganized
into the new function of reading. This is very important, because it means
that 99% of people have the inborn ability to self-actualize to some degree,
and therefore benefit from integration. McNeil (1992:52) states that
reading is self-actualization, with its emphasis upon responses to literature,
has many instructional implications, such as providing the materials that is
related to the students concerns, personal contact and student's purposes
and the teachers share their role as expert interpretation and listen to the
responses and interpretation of the students.
2. Factors Influencing Self-Actualization
Maslow (1970: 149) states that self-actualization deals with the
exploitation of self-potential and it is very closely related to social factors
and it is determined by the person himself. Put in another way, self-
actualization is the need to actualize oneself namely the need of value and
satisfaction to be gained by people. The need of self-actualization can be
seen from sense of proud owned by people, because of having more ability
in comparison to the others.
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Based on the above definition, there are some factors that may
affect one's self-actualization. One of them is the consciousness of doing
something. In this case, consciousness does not only play a part in
becoming aware of "problems;" it can also involve new awareness on
matters previously of the routine like diversity, women's rights, the
environment and so many other subjects were a few decades back. Once
the process of becoming more conscious has begun and a intentional
action has been implemented, the organization's values and core ideologies
need to be re-examined in light of this new consciousness.
Another factor is self-confidence. Someone who has high self-
confidence may lead him/her to have high self-actualization because
he/she believes that he/she has self-potential compared with others.
Otherwise, someone who has low self-confidence may bring him/her of
having low self-actualization because he/she does not trust on him/herself
that he/she has ability in doing something (Dahl, Stephen, 1998).
3. The Importance of Self-Actualization
Maslow (1970: 150), states that people need self-actualization to
do something in accordance with their talent and self-potential to develop
their selves maximally. Self-actualization is important since people need to
show themselves and need to get recognition from other people.
According to Maslow (1954), the needs must be satisfied in the
given order. Aims and drive always shift to next higher order needs. It is
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true that each of us is motivated by needs. Our most basic needs are
inborn, having evolved over tens of thousands of years. Moreover, he
states that we must satisfy each need in turn, starting with the first, which
deals with the most obvious needs for survival itself. Only when the lower
order needs of physical and emotional well-being are satisfied we
concerned with the higher order needs of influence and personal
development. Conversely, if the things that satisfy our lower order needs
are swept away, we are no longer concerned about the maintenance of our
higher order needs.
4. Characteristics of Self-Actualized Person
In addition to describing what is meant by self-actualization in his
theory, Maslow also identified some of the key characteristics of self-
actualized people:
a. Acceptance and Realism: Self-actualized people have realistic
perceptions of themselves, others and the world around them.
b. Problem-centering: Self-actualized individuals are concerned with
solving problems outside of themselves, including helping others and
finding solutions to problems in the external world. These people are
often motivated by a sense of personal responsibility and ethics.
c. Spontaneity: Self-actualized people are spontaneous in their internal
thoughts and outward behavior. While they can conform to rules and
social expectations, they also tend to be open and unconventional.
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d. Autonomy and Solitude: Another characteristic of self-actualized
people is the need for independence and privacy. While they enjoy the
company of others, these individuals need time to focus on developing
their own individual potential.
e. Continued Freshness of Appreciation: Self-actualized people tend to
view the world with a continual sense of appreciation, wonder and
awe. Even simple experiences continue to be a source of inspiration
and pleasure.
f. Peak Experiences: Individuals who are self-actualized often have what
Maslow termed peak experiences, or moments of intense joy, wonder,
awe and ecstasy. After these experiences, people feel inspired,
strengthened, renewed or transformed (Maslow, 1943).
5. Common Traits Amongst People Who Have Reached Self-
actualization are:
a. They embrace reality and facts rather than denying truth.
b. They are spontaneous.
c. They are "focused on problems outside themselves.
d. They "can accept their own human nature in the stoic style, with all its
shortcomings, are similarly acceptant of others, and generally lack
prejudice.
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6. Five Sets of Needs.
a. Maslow's hierarchy of needs begins with the most basic necessities
deemed the physiological needs" in which the individual will seek out
items like food and water, and must be able to perform basic functions
such as breathing and sleeping.
b. When the psychological needs have been met, a person can move on to
fulfilling "the safety needs", where they will attempt to obtain a sense
of security, physical comforts and shelter, employment, and property.
c. The next level is "the belongingness and love needs", where people
will strive for social acceptance, affiliations, a sense of belongingness
and being welcome, sexual intimacy, and perhaps a family.
d. Self-esteem needs, where the individual will desire a sense of
competence, recognition of achievement by peers, respect of others,
and respect by others.
e. Self-actualization some argue that once these needs are met, an
individual is primed for self actualization. Where the individual will
desire morality, creativity, spontaneity, problem solving, lack of
prejudice, acceptance of fact.
7. Elements of Self-Actualization
Referring from Maslows’ original hierarchy of needs model and
Roger; it was found some elements of Self-Actualization as follows:
a. self-fulfillment
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b. problem-centered approach to life
c. accurate perception of reality
d. high level of creativity
e. respect for others
f. democratic attitude
g. likelihood of having peak experiences
h. inner freedom
Based on the theories about self-actualization above, Self-
actualization is desire to self-fulfillment, problem-centered approach to
life, accurate perception of reality, a high level of creativity, a respect for
others, a democratic attitude, likelihood of having peak experiences, and
inner freedom to reach the best life.
F. Review of Related Research
There are some related researches which used in this research. First,
Scruggs (1993: 1-15) states an inquiry-based approach yielded significantly
higher achievement for high school students with special needs. Twenty-six
junior high school students with learning disabilities studied two science units
via an activity-based, inquiry-oriented approach or a textbook approach. Pre-
and post-tests revealed that when students were taught by experiential, more
indirect methods, they learned more and remembered more than they were
taught by more direct instructional methods. The research also revealed that
hands-on science activities were greatly favored over textbook activities by
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students who had experienced both. Students were asked about their
impressions of the two instructional methods. 96% reported that they enjoyed
the inquiry approach more, and over 80% considered the activities more
facilitative of learning and more motivating.
Second, Amaral (2002: 225-234) states In a California school district,
an inquiry-based approach to science with English Language Learners (ELLs)
led to greater proficiency in not just science, but also English language,
reading, and math. Fourth and sixth grade ELLs in a high-poverty, mostly
Latino school district in southern California showed more improvement on
standardized tests in math, science and reading the longer they were enrolled
in an inquiry-based classroom. Researchers concluded that Inquiry-Based
science lessons are of particular benefit to ELLs because the hands-on
activities allow learners to construct context, develop positive attitudes toward
learning, and engage in authentic conversation with peers.
Third, Marx (2004: 1063-1080) states an inquiry-based curriculum
yielded significant gains in student achievement without sacrificing state
curriculum standards. In a partnership with Detroit Public Schools, researchers
at the University of Michigan implemented Inquiry-Based science units in
sixth, seventh and eighth grade classrooms over a three year period. One unit,
for example, was based on the question, “How can I move big things?” and
invited students to create projects to explore simple machines and the concept
of force. Over 8,000 students were tested before and after the curriculum was
implemented and to assess their knowledge of the content, understanding of
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the process, and overall achievement. Each of these three categories was
evaluated for students enrolled in the six courses offered using this
curriculum, resulting in eighteen assessment categories. In seventeen of
eighteen categories, students who took part in the inquiry curriculum made
statistically significant gains in achievement. The researchers concluded that
their results demonstrate that an inquiry approach can benefit students who
have been low achievers in the past.
Fourth, Kahle (2000: 1019-1041) states that the middle school teachers
who used an inquiry approach increased the achievement scores of African
American students, narrowed the achievement gap between male and female
students, and found that their students were more interested in what they had
to teach. The State of Ohio spearheaded an initiative to reform math and
science teacher professional development to emphasize Inquiry-Based
Teaching. In each of eight urban middle schools that were studied, students of
teachers who participated in inquiry workshops outperformed students of
teachers who did not receive the training. Not only did inquiry-based
techniques raise student achievement scores overall, but score differences
between female and male students were less evident in the classes taught by
teachers who used the inquiry approach. Finally, students in the Inquiry-Based
classrooms reported being more interested in the subjects they studied.
Fifth, Applebee (2003: 685-730) states that over 1400 students found
that inquiry-based approaches in middle and high school language arts
classrooms allow both low- and high-achieving students to make academic
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gains. In a large-scale study that included sites in California, Florida, New
York, Texas, and Wisconsin, researchers observed 64 classrooms to determine
whether the teacher primarily focused on fostering student inquiry into literary
themes or whether they emphasized simple recall of details of plot and
character. A variety of achievement data were also collected. The analysis
revealed that discussion-based inquiry approaches were significantly related to
improved student performance. Further analysis controlled for initial literacy
levels, gender, socioeconomic status, and race/ethnicity, and the researchers
concluded that these approaches were effective across a range of situations,
for students of varying levels of academic ability, whatever classrooms they
were in.
In the last review related study, the thesis entitled “The Effectiveness
Of Inquiry-Based Teaching And Learning To Teach Reading Viewed From
Students’ Motivation (An Experimental Study In SMPN 26 Surakarta In
2008/2009 Academic Year)”. This thesis was conducted by Vera Dwi Martani
in 2008. The result of the study shows that NHT successful in improving
students reading comprehension.
G. Rationale
1. The Difference Between Inquiry-Based Teaching (IBT) with
Grammar Translation Method in Teaching Reading.
Inquiry-Based Teaching (IBT) is a method of teaching and
learning reading in which the activities focus on the students as the center
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of the teaching and learning process. The activities help the students to
read efficiently, develop their reading comprehension, and make the
students as the center of the classroom activities. The Inquiry-Based
Teaching (IBT) method makes the students to be active learners. On the
other hand, the Grammar Translation Method makes the students become
dependent. They wait for the teacher’s explanation in the reading class.
This does not promote thinking process and problem solving. In addition,
the Grammar Translation Method gives the students less opportunity to be
active. Thus, it is assumed that Inquiry-Based Teaching (IBT) is more
effective than Grammar Translation Method in teaching reading.
2. The Differences in Reading Achievement Between the Students
Having High Self-actualization and Low Self-actualization.
The students with high self-actualization are active, creative, and
have good participation in the learning process. The students with high
self-actualization have high ability in comprehending the text because they
view themselves as learners in the process of learning. They like to read
the texts that the teacher gives, and they look forward to learning. Their
intention in learning makes them able to understand the lesson easily.
On the contrary, the students with low self-actualization tend to
be passive in the learning activities. They do not express their ideas or ask
questions because they do not have enough confidence to take a risk. They
mostly depend on their teacher by waiting for the explanation and
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translation in reading. They do not involve actively in the reading activities
because they expect to be told what to do. Therefore, it is assumed that
students with high self-actualization have better reading comprehension
than those with low self-actualization.
3. The Interaction Between Teaching Method and the Students’ Self-
actualization in Teaching Reading.
The students having high self-actualization are active when the
teacher requires their involvement in the teaching and learning process.
The use of Inquiry-Based Teaching (IBT) in the reading activity needs the
students’ involment to generate the self-confidence to ask, to actualize and
maximize their potential ability. The students view themselves as learners
in the process of learning and look forward to learning. It is needed to help
them to read comprehensively and effectively. By using Inquiry-Based
Teaching (IBT), the students with high self-actualization can encourage
themselves in the learning process to comprehend the reading text well.
On the other hand, the students with low self-actualization do not
encourage themselves in learning. They prefer sitting and waiting for the
teacher’s instructions. Finally, it can be assumed that the Inquiry-Based
Teaching (IBT) is appropriate for teaching reading for the students having
high self-actualization than for the students having low self-actualization,
and the Grammar Translation Method is appropriate in teaching reading
for the students having low self-actualization than for students having high
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self-actualization. Therefore, it can be assumed that there is an interaction
between teaching methods and the students’ self-actualization in teaching
reading.
H. Hypothesis
After discussing the teoritical review and rationale, the hypotheses of the
study are:
1. Inquiry-Based Teaching (IBT) is more effective than Grammar Translation
Method in teaching reading in the Eleventh Grade Students of SMA
Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012;
2. Students with high self-actualization have better reading comprehension
than students with low self-actualization in the Eleventh Grade Students of
SMA Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012;
3. There is an interaction between teaching methods and the students self-
actualization in teaching reading in the Eleventh Grade Students of SMA
Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012.
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CHAPTER III
RESEARCH METHODOLOGY
Methodology has an important factor in conducting a research. By
applying a suitable research, the research activity will reach a good result. In order
to gain valid findings, the research method provides rules and procedures. In
addition, the researcher has to obey the rules and procedures.
In this chapter, the researcher explains the research method that is used. In
this study, the researcher presents: place and time of research, research design,
population, sample and sampling, research instruments, variable, data collection
techniques, and data analysis.
A. The Place and Time of the Research
1. Research Location
The research will be conducted at SMA Muhammadiyah 1 Sragen
in academic year of 2011/ 2012, located in Jl. Raya Sukowati 108 Sragen,
call number (0271- 891946).
2. Research Frame Time
No NOTE/ 2011-2012 Sep Nov Des Jan Feb Mar Apr may Aug
1 Preliminary observation X
2 Designing research proposal X X
3 Conducting proposal seminar X
4 Developing research instrument X X
5 Trying-out instrument X
6 Giving treatment and collecting X X
7 Writing report X X X
8 Submitting report X
Table 3. 1 (table of research frame)
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B. Research Design
Related to the problems and the purposes of the study in chapter 1, the
researcher applies an experimental study with a quantitative approach.
According to Singh (2006: 60), an experimental study is a study which is
conducted by manipulating the research object. A simple factorial design is
used to analyze the main effects for both experimental variables as well as an
analysis of the interaction between treatments. Factorial design allows two or
more different characteristics, treatments, or events to be independently
varied within a single study. This study is designed to describe and to prove
the influence of using Inquiry-Based Teaching (IBT) and Grammar
Translation Method (GTM) to teach reading viewed from students’ Self-
actualization.
C. Research Variables
Borg (1963: 32) states, “a variable can be thought of as a quantitative
expression of a construct. Variable usually takes the form of scores in
measuring instruments.” In short, variable is the object of research to be
observed.
In this study, there are two kinds of variables, independent and
dependent. According to Tuckman (1978: 59 - 63), independent variable is a
factor which is manipulated or controlled by the research to determine its
relationship to an observed phenomenon, dependent variable is a factor that is
observed and measured to determine the effect of the independent variable,
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and moderator variable is factor which is measured, manipulated or selected
by the experimenter to discover whether it modifies the relationship both the
independent variable and an observed phenomenon.
This research is related to the effect of teaching methods as the
independent variable, and self-actualization as the attributive variable in
teaching reading skill (dependent variable).
D. Population, Sample and Sampling
1. Population
Population involves all elements possessing one or more attributes
of interest. In the same line, according to Arikunto (2002: 108) population
is overall subjects of the research. The population of the research is the
Eleventh grade students of SMA Muhammadiyah 1 Sragen in the
academic year of 2011/ 2012. It consists of eight classes (267 students).
2. Sample
The sample of the research used is two classes, XI IPA 1 and XI
IPA 3. The classes are divided into two groups, XI IPA 1 as an
experimental class and XI IPA 3 as the control class. Based on the
students’ self-actualization, median will be used to divide both
experimental class and control class into two groups (high and low Self-
actualization).
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3. Sampling technique
The sampling technique used for the research is cluster random
sampling. Cluster random sampling (Singh, 2006: 89) is used to select a
group as a whole. The first step in sampling is to define the population.
Afterwards, a sample or representative group of the population is taken
randomly as respondents. Thus, there are two classes, one will be the
experimental class and the other will be the control class. Each class is
divided into two groups, students who have high Self-actualization and
those who have low Self-actualization. One of the samples will be taught
by Inquiry-Based Teaching and the other sample will be taught by
Grammar Translation Method. There are four groups: (1) students with
high Self-actualization who are taught by Inquiry-Based Teaching; (2)
students with low Self-actualization who are taught by Inquiry-Based
Teaching; (3) students with high Self-actualization who are taught by
Grammar Translation Method; and (4) students with low Self-actualization
who are taught by Grammar Translation Method.
E. Technique of Collecting the Data
In this research the writer uses a test and a questionnaire to get the
data. The questionnaire is used to collect the data of the students' Self-
actualization and the objective test is used to collect the data of the students'
reading competence. Questionnaire is a list of questions answered by a group
of people, especially to get facts of information (Homby, 1986: 688). The type
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of questions of questionnaire is usually divided into two: open and close ended
questions. Open ended questions enable respondents to give their own
answers, while close ended questions require respondents to choose from a
limited number of predetermined responses or to select one of the alternative
answers given (Christensen, 1977: 56). The researcher uses close ended
questions in this research questionnaire.
The form of the items is objective. It is used to make the students
easier to answer. The questionnaire is used to classify students into two
groups: the students who have high Self-actualization and those who have low
Self-actualization. The questionnaire consists of statements about student’s
Self-actualization. There are four options that can be choosing in each item.
There is no right or wrong answer because the students' responses are based
on their real condition.
The reading test is used to know the students' ability in reading. The
reading test is the form of objective test with four options. Instruments of
questionnaire in reading test must be valid and reliable. Therefore, the
questionnaire of reading test must be trying out to know the validity and
reliability at the first step. It is done before treatment. The try out is done to
the other class which isn’t the experimental and the control one. At the end the
valid and reliable items are used to get the data. The reading test is conducted
after treatment (post test).
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The formulation of validity and reliability is as follows (Ngadiso, 2006: 2):
1. Validity
a. Validity of reading test items
i
i
t
ti
q
p
s
XXr
-=0
Which
1) n
XX t
å=
2) n
xst
å=2
3) ( )
n
XXx
2
22 åå å -=
Where:
0r = coefficient of validity
iX = mean score of correct answer
tX = mean of total score
ip = the proportion of the correct answers
iq = the proportion of the incorrect answers
ts = standard deviation of total score
The item is valid if 0r is higher than tr .
b. Validity of Self-actualization questionnaire
The validity of self-actualization was measured by Product
Moment Correlation by Karl Pearson formula as follows:
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3 实 柜∑贯光石纵∑贯邹纵∑光邹税走柜∑贯挠石纵∑贯邹挠奏走柜∑光挠石纵∑光邹挠奏 The result of the computation of validity would be consulted to the
r table. The test items are valid if r obtained is higher than r table
or ro > rt and invalid if r obtained is lower than r table or ro < rt.
2. Reliability
a. Reliability of reading test items:
1) ÷÷ø
öççè
æ-
-= å
21
1 tkk s
pq
kk
r
2) n
xst
å=2
2
Where:
1) kkr = coefficient of reliability
2) k = the total of valid items
3) å pq = the total of all item variance
4) 2ts = total variance
To know whether the instrument is reliable or not, 0r is compared
to tr (product moment at the level of significance α = 0.05). When
result shows that 0r is higher than tr , it means that the instrument is
reliable.
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b. Reliability of the Self-actualization questionnaire
The writer should determine the reliability of the Self-
actualization questionnaire instruments. It was determined by
using Alpha Cronbach formula as follows:
ƼƼ妮纵 诡诡石1邹纵1石∑滚平挠滚迫挠邹 Where:
11r = reliability coefficient
k = the number of test items
滚轨 = item variance 滚迫挠 = the variance of the total test scores
The instrument of self-actualization is reliable if the result
is higher than r table or ro > rt.
F. Technique of Analyzing the Data
The writer uses a descriptive analysis and inferential analysis in this
research. Descriptive analysis is used to know: mean, median, mode, and
standard deviation of the reading comprehension test. Normality test is
conducted in order to know whether the sample distributes normally or not,
while homogeneity test is aimed at knowing whether the data are
homogeneous or not. Liliefors test is used to examine the normality test.
Meanwhile, Barlet test is used to examine the homogeneity test. It is done
before testing the hypothesis and the last is the use of multifactor analysis of
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variance (ANOVA) 2x2. Ho is rejected if Fo > Ft. Tukey test used to know the
mean difference of each cell, so the writer will know the difference between
the two teaching methods. While, the mean score result is for knowing which
method is more effective.
The design of multifactor analysis of variance (ANOVA) is as follows:
Main Effect (method)
Simple effect
IBT
(A1)
GTM
(A2)
High Self-actualization (B1) A1B1 A2B1
Low Self-actualization (B2) A1B2 A2B2
Total
Note:
Dependent variable : reading comprehension
Independent variables : teaching methods (IBT and GTM)
Experimental group : the class taught by IBT
Control group : the class taught by GTM
Attributive variable : students’ self-actualization
Where:
A1 : the scores of reading test of experimental class which is taught by
using IBT
A2 : the scores of reading test of control class which is taught by using
GTM
B1 : the scores of reading test of students having high Self-actualization
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B2 : the scores of reading test of students having low Self-actualization
A1B1 : the scores of reading test of students having high Self-actualization
who are taught by using IBT.
A1B2 : the scores of reading test of students having low Self-actualization
who are taught by using IBT.
A2B1 : the scores of reading test of students having high Self-actualization
who are taught by using GTM.
A2B2 : the scores of reading test of students having low Self-actualization
who are taught by using GTM.
The analyses are as follows:
1. The total sum of squares:
( )å å å-=
N
XXx t
tt
2
22
2. The sum of squares between groups:
( ) ( ) ( ) ( ) ( )N
X
n
X
n
X
n
X
n
Xx t
b
2
4
24
3
23
2
22
1
212 -+++=å
3. The sum of squares within groups:
å å å-= 222btw xxx
4. The between-columns sum of squares:
( ) ( ) ( )N
X
n
X
n
Xx t
c
c
c
cbc
2
2
2
2
1
2
12 åååå -+=
5. The between-rows sum of squares:
( ) ( ) ( )N
X
n
X
n
Xx t
r
r
r
rbr
2
2
2
2
1
2
12 åååå -+=
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6. The sum-of-squares interaction:
( )å å åå +-= 222int brbcb xxxx
7. The number of degree of freedom associated with each source of
variation:
df for between-columns sum of squares = C – 1
df for between-rows sum of squares = R – 1
df for interaction = (C – 1) (R – 1)
df for between-groups sum of squares = G – 1
df for within-groups sum of squares = ( )å -1n
df for total sum of squares = N – 1
where
C = the number of columns
R = the number of rows
G = the number of groups
N = the number of subjects in all groups
n = the number of subjects in one group
Summary of a 2X2 Multifactor Analysis of Variance
Source of variance SS Df MS (MS = ff圭归) Fo Ft(0,5) Ft(0,1)
Between Columns
Between rows
Columns by rows
(interaction)
Between groups
Within groups
Total
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Tuckey Test
Tuckey’s test is done to look for 0q which is found by comparing the
difference between the means by the square root of the ratio of the within
group variation and sample size. The general formula is as follows (in
Martani, 2009: 60):
q= ns
XX
w
ji
/2
-
1. Comparing two means from two groups (A1 and A2)
Inquiry-Based Teaching is compared to Grammar Translation
Method.
q= n / anceerror vari
)X-X( c2c1
2. Comparing two means from two groups (B1 and B2)
High self-actualization is compared to low self-actualization.
q = n / anceerror vari
)X-X( r2r1
3. Comparing two means between A1B1 and A2B1
Inquiry-Based Teaching is compared to Grammar Translation Method
for students having high Self-actualization.
q = n / anceerror vari
)X-X( c2r1c1r1
4. Comparing two means between A1B2 and A2B2
Inquiry-Based Teaching is compared to Grammar Translation Method
for students having low Self-actualization.
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q = n / anceerror vari
)X-X( c2r2c1r2
or
q = n / anceerror vari
)X-X( c1r2c2r2
The analysis result of the computation is (1) 0q is compared to tq , if
tqq >0 , the difference is significant; (2) to know which one is better, the
means are compared.
G. Statistical Hypothesis
In this study the writer proposes for hypotheses. These hypotheses are
based on the formulation of the problems are presented in the previous chapter
and will be illustrated through null hypotheses.
1. The difference between Inquiry-based teaching (A1) and Grammar
translation method (A2) in teaching reading.
H0 = µ A1 = µ A2
Ho means that there is no difference between Inquiry-based teaching (A1)
and Grammar translation method (A2) in teaching reading.
Ha = µ A1 > µ A2
Ha means that Inquiry-based teaching (A1) is more effective than Grammar
translation method (A2) in teaching reading.
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2. The difference between the students who have high Self-actualization (B1)
and the students who have low Self-actualization (B2).
H0 = µB1 = µB2
Ho means that there is no difference in reading skill between the students
who have high Self-actualization (B1) and the students who have low Self-
actualization (B2).
Ha = µB1 > µB2
Ha means that the students who have high Self-actualization (B1) have
better reading skill than the students who have low Self-actualization (B2).
3. Interaction between the teaching methods (A) and students’ Self-
actualization (B) in teaching reading.
Ho : AXB : 0
Ho means that there is no interaction between the teaching methods (A)
and students’ Self-actualization (B) in teaching reading.
Ha : AXB > 0
Ha means that there is an interaction between the teaching methods (A) and
students’ Self-actualization (B) in teaching reading.
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CHAPTER IV
THE RESULT OF RESEARCH
This chapter presents the result of research which is divided into four
sections as follows:
A. Data Description
In this part, the data presented are related to the result of the reading
test which consists mean, mode, median, standard deviation, and frequency
distribution then completed by histogram and polygon
1. The scores of reading test of the students having high Self-actualization of
experimental class who are taught using Inquiry-based teaching(A1B1),
2. The scores of reading test of the students having low Self-actualization of
experimental class who are taught using Inquiry-based teaching (A1B2),
3. The scores of reading test of the students having high Self-actualization of
control class who are taught using Grammar translation method(A2B1),
4. The scores of reading test of the students having low Self-actualization of
control class who are taught using Grammar translation method (A2B2),
5. The scores of reading test of the students who are taught using Inquiry-
based teaching(A1),
6. The scores of reading test of the students who are taught using Grammar
translation method (A2)
7. The scores of reading test of the students having high Self-act (B1)
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8. The scores of reading test of the students having low Self-act (B2)
The data of each group presented above are presented as follows:
1. The scores of reading test of the students having high Self-actualization of
experimental class who are taught using Inquiry-based teaching(A1B1)
The descriptive analysis of the data of A1B1 shows that the scores are
from 65 up to 88. The mean is 77, the mode is 77, the median is 77, and the
standard deviation is 6. Histogram and polygon are presented in table 4.1 and
figure 4.1.
Table 4.1 Frequency Distribution of A1B1
Class Limit fi Xi ci fici fiXi 65 - 69 2 67 -2 -4 134 70 - 74 3 72 -1 -3 216 75 - 79 6 77 0 0 462 80 - 84 3 82 1 3 246 85 - 89 2 87 2 4 174
∑ 16 385 0 1232
Figure 4.1 Histogram and Polygon of Data A1B1
64.5 69.5 74.5 79.5 84.5 89.5
2
3
6
3
2
0
1
2
3
4
5
6
7
Interva l
Fre
kue
nsi
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2. The scores of reading test of the students having low Self-actualization of
experimental class who are taught using Inquiry-based teaching (A1B2)
Descriptive analysis of the data of A1B2 shows that the scores are from
55 up to 70. The mean is 62.56, the mode is 63.50, the median is 62.75 and the
standard deviation is 4.5. Histogram and polygon are presented in table 4.2
and figure 4.2.
Table 4. 2. Frequency Distribution of A1B2
Class Limit fi Xi ci fici fiXi 55 - 57 3 56 -2 -6 168 58 - 60 2 59 -1 -2 118 61 - 63 4 62 0 0 248 64 - 66 4 65 1 4 260 67 - 69 2 68 2 4 136 70 - 72 1 71 3 3 71 ∑ 16 381 3 1001
Figure 4.2. Histogram and Polygon of Data A1B2
3
2
4 4
2
1
0
1
2
3
4
5
Interval
Fre
kuen
si
54.5 58.5 60.5 63.5 66.5 69.5 72.5
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3. The scores of reading test of the students having high Self-actualization of
control class who are taught using Grammar Translation Method (A2B1)
Descriptive analysis of the data of A2B1 shows that the scores are from
60 up to 83. The mean is 72.63, the mode is 72, the median is 72.36 and the
standard deviation is 5.4. Histogram and polygon are presented in table 4.3
and figure 4.3.
Table 4.3. Frequency Distribution of A2B1
Class Limit fi Xi ci fici fiXi 60 - 64 1 62 -2 -2 62 65 - 69 3 67 -1 -3 201 70 - 74 7 72 0 0 504 75 - 79 3 77 1 3 231 80 - 84 2 82 2 4 164
∑ 16 360 2 1162
Figure 4.3. Histogram and Polygon of Data A2B1
59.5 64.5 69.5 74.5 79.5 84.5
1
3
7
3
2
0
1
2
3
4
5
6
7
Interval
Fre
kuen
si
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4. The scores of reading test of the students having low Self-actualization of
control class who are taught using Grammar Translation Method (A2B2)
Descriptive analysis of the data of A2B2 shows that the scores are from
53 up to 73. The mean is 64.38, the mode is 65.83, the median is 65 and the
standard deviation is 6. Histogram and polygon are presented in table 4.4 and
figure 4.4.
Table 4.4. Frequency Distribution of A2B2
Class Limit fi Xi ci fici fiXi 53 - 57 3 55 -2 -6 165 58 - 62 2 60 -1 -2 120 63 - 67 6 65 0 0 390 68 - 72 4 70 1 4 280 73 - 77 1 75 2 2 75
∑ 16 325 -2 1030
Figure 4.4. Histogram and Polygon of Data A2B2
52.5 67.5 62.5 67.5 72.5 77.5
3
2
6
4
1
0
1
2
3
4
5
6
7
Interval
Fre
kuen
si
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5. The scores of reading test of the students who are taught using Inquiry-based
teaching(A1)
Descriptive analysis of the data of A1 shows that the scores are from 55
up to 88. The mean is 69.69, the mode is 63.5, the median is 67.83 and the
standard deviation is 8.8. Histogram and polygon are presented in table 4.5
and figure 4.5.
Table 4.5. Frequency Distribution of A1
Class Limit fi Xi ci fici fiXi
55 - 60 5 57.5 -1 -5 287.5 61 - 66 9 63.5 0 0 572 67 - 72 5 69.5 1 5 348 73 - 78 8 75.5 2 16 604 79 - 84 3 81.5 3 9 245 85 - 90 2 87.5 4 8 175 ∑ 32 435 33 2230
Figure 4.5. Histogram and Polygon of Data A1
54.5 60.5 66.5 72.5 78.5 84.5 90.5
5
9
5
8
3
2
0
1
2
3
4
5
6
7
8
9
10
11
Interval
Frek
uen
si
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6. The scores of reading test of the students who are taught using Grammar
translation method (A2)
Descriptive analysis of the data of A2 shows that the scores are from 53
up to 83. The mean is 68.28, the mode is 66.25, the median is 68.08 and the
standard deviation is 7.3. Histogram and polygon are presented in table 4.6
and figure 4.6.
Table 4.6. Frequency Distribution of A2
Class Limit fi Xi ci fici fiXi 53 - 57 3 55 -2 -6 165 58 - 62 3 60 -1 -3 180 63 - 67 9 65 0 0 585 68 - 72 7 70 1 7 490 73 - 77 8 75 2 16 600 78 - 82 1 80 3 3 80 83 - 87 1 85 4 4 85 ∑ 32 490 21 2185
Figure 4.6. Histogram and Polygon of Data A2
3 3
9
7
8
1 1
0
1
2
3
4
5
6
7
8
9
1 0
1 1
Interval
Fre
kue
nsi
52.5 57.5 62.5 67.5 72.5 77.5 82.5 87.5
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7. The scores of reading test of the students having high Self-actualization (B1)
Descriptive analysis of the data of B1 shows that the scores are from 60
up to 88. The mean is 74.65, the mode is 72.83, the median is 72.23 and the
standard deviation is 6.1. Histogram and polygon are presented in table 4.7
and figure 4.7.
Table 4.7. Frequency Distribution of B1
Class Limit fi Xi ci fici fiXi 60 - 64 1 62 -2 -2 62 65 - 69 5 67 -1 -5 335 70 - 74 11 72 0 0 792 75 - 79 8 77 1 8 616 80 - 84 5 82 2 10 410 85 - 89 2 87 3 6 174
∑ 32 447 17 2389
Figure 4.7. Histogram and Polygon of Data B1
1
5
11
8
5
2
0
1
2
3
4
5
6
7
8
9
10
11
Interval
Frek
uens
i
59.5 64.5 69.5 74.5 79.5 84.5 89.5
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8. The scores of reading test of the students having low Self-actualization (B2)
Descriptive analysis of the data of B2 shows that the scores are from 53
up to 73. The mean is 63.37, the mode is 65.83, the median is 64.14 and the
standard deviation is 5.1. Histogram and polygon are presented in table 4.8
and figure 4.8.
Table 4.8. Frequency Distribution of B2
Class Limit fi Xi ci fici fiXi 53 - 56 3 54.5 -3 -9 163.5 57 - 60 7 58.5 -2 -14 410 61 - 64 7 62.5 -1 -7 438 65 - 68 11 66.5 0 0 731.5 69 - 72 3 70.5 1 3 212 73 - 76 1 74.5 2 2 75
∑ 32 387 -25 2028
Figure 4.8. Histogram and Polygon of Data B2
52.5 56.5 60.5 64.5 68.5 72.5 76.5
3
7 7
11
3
1
0
1
2
3
4
5
6
7
8
9
1 0
1 1
Interval
Fre
kuen
si
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B. Normality and Homogeneity Test
The normality and homogeneity test must be done before analyzing the
data by using inferential analysis. The function of normality test is to know
whether the sample is in normal distribution or not, while homogeneity test is
to know whether the data are homogeneous or not. The description of each test
is as follows:
1. Normality Test
The sample is on normal distribution if Lo (L obtained) is lower than Lt at
the level of significance (a) = 0.05 or L0 <Lt.
No Data The number
of Sample
L obtained
(Lo)
L Table
(Lt)
Alfa
(a)
Distribution of
Population
1 A1B1 16 0.1368 0.213 0.05 Normal
2 A1B2 16 0.1448 0.213 0.05 Normal
3 A2B1 16 0.1330 0.213 0.05 Normal
4 A2B2 16 0.1490 0.213 0.05 Normal
5 A1 32 0.1394 0.157 0.05 Normal
6 A2 32 0.0844 0.157 0.05 Normal
7 B1 32 0.1279 0.157 0.05 Normal
8 B2 32 0.0890 0.157 0.05 Normal
Table 4.9. The Normality Test
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2. Homogeneity Test
The purpose of homogeneity test is to know that the data are
homogenous. If co2 is lower than ct
at the level of significance (α = 0.05 or
co2 < ct, it can be concluded that the data are homogenous.
Sample Df 1/(df) Si2 Log Si2 (df) log Si2
16 (A1B1) 15 0.067 37.07 1.569 23.535
16 (A2B1) 15 0.067 31.36 1.496 22.44
16 (A1B2) 15 0.067 19.13 1.282 19.23
16 (A2B2) 15 0.067 30.52 1.485 22.275
87.48
Table 4.10. The Homogeneity Test
co2 = {ln10}{B – (SlogSi x n-1)}
= 2.3026 (88.2068 – 87.4832)
= 2.3026 (0.7268)
= 1.674
Based on the calculation above, it can be seen that the co2 (1.674) is
lower than ct at the level of significance (a) 5% = 7.815. Because co2 < ct
(1.674 < 7.815), the data are homogenous.
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C. Hypothesis Test
After knowing that the data are normal and homogeneous, hypothesis
testing can be conducted. The data analysis is done by using multifactor
analysis of variance (ANOVA) 2 x 2. H0 is rejected if Fo> Ft, it means that
there is a significant difference. After knowing that H0 is rejected, the analysis
is continued to know the difference between the two groups and cells using
Tukey test. To know which group is better, the mean scores of the groups and
cells are compared. The 2x2 ANOVA and Tukey test are listed follows:
1. Summary of a 2 x 2 Multifactor Analysis of Variance
Method
Self-Act IBT (A1) GTM (A2) Sum
High (B1)
Group 1 Group 2 Data = 16 Data = 16 Data = 32 SX= 1224 SX = 1149 SX = 2373 = 76.50
= 71.81
= 74.16
SX2 = 94192 SX2 = 82983 SX2 = 177175
Low (B2)
Group 3 Group 4 Data = 16 Data = 16 Data = 32 SX= 1004 SX = 1026 SX = 2030 = 62.75
= 66.13
= 63.44
SX2 = 63288 SX2 = 66250 SX2 = 129538
Total
Data = 32 Data = 32 Data = 64 SX= 2228 SX = 2175 SX = 4403 = 69.63
= 66.97
= 68.80
SX2 = 157480 SX2 = 149233 SX2 = 306713 Table 4.11. Multifactor Analysis of Variance Mean score
X X X
X X X
X X X
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Source of Variance SS df MS F Ft 0.05 Ft 0.01
Between columns 243.89 1 243.89 8.26 3.92 7.08
Between rows 1638.27 1 1638.27 55.51 3.92 7.08
Column by row (interaction) 247.02 1 247.02 8.37 3.92 7.08
Between group 2029.17 3 676.39 - - -
Within group 1771.19 60 29.51 - - -
Total 3800.36 63 - - - -
Table 4.12. Multifactor Analysis of Variance
Based on the table above, it can be concluded that:
a) Because Fo between column (8.26) is higher than Ft at the level of
significance (a) = 0.05 (3.92) and Ft at the level of significance (a) = 0.01
(7.08), the difference between columns is significant. It can be concluded
that the methods of teaching reading are different significantly from one
another, and therefore the null hypothesis which states that Inquiry-based
teaching is not significantly different from Grammar translation method is
rejected. The mean score of students who are taught using Inquiry-based
teaching (69.63) is higher than the mean score of students who are taught
using Grammar translation method (66.97). It can be concluded that
Inquiry-based teaching is more effective than Grammar translation method
to teach reading.
b) Because Frow between rows (55.51) is higher than Ft at the level of
significance (a) = 0.05 (3.92) and Ft at the level of significance (a) = 0.01
(7.08), the difference between rows is significant. It can be concluded that
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the students who have high Self-actualization and those who have low
Self-actualization are significantly different in their reading ability, and
therefore the null hypothesis which states that students who have high
Self-actualization are not different significantly from students who have
low Self-actualization is rejected. The mean score of students having high
Self-actualization in reading (74.16) is higher than those having low Self-
actualization in reading (63.44). It means that students having high Self-
actualization have better reading comprehension than those who having
low Self-actualization in reading.
c) Because Finteraction between group (8.37) is higher than Ft at the level of
significance (a) = 0.05 (3.92) and Ft at the level of significance (a) = 0.01
(7.08). It can be concluded that there is an interaction between the teaching
methods and students’ Self-actualization, and therefore the null hypothesis
which states that there is no interaction between teaching methods and
students’ self-actualization is rejected. Thus, it can be stated that the
effectiveness of teaching methods depends on the degree of students’ Self-
actualization.
2. Summary of Tukey Test
The finding of q is found by dividing the Difference between the
means by the square root of the ratio of the within group variation and the
sample size.
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Between group qo qt 0.05 Significantly Meaning
A1 – A2 2.95 2.86 Significant A1 > A2
B1 – B2 11.16 2.86 Significant B1 > B2
A1B1 – A2B1 3.46 3.00 Significant A1B1 > A2B1
A1B2 – A2B2 3.28 3.00 Significant A1B2 < A2B2
Table 4.13. Summary of Tukey Test
a. Using Inquiry-Based Teaching compared with Grammar Translation
Method
qA = n / anceerror vari
)X-X( A2A1
= 29.51/32
97.6663.69 -
= 2.95
Because q between column (2.95) is higher than qt at the level of
significance (a) = 0.05 (2.86), it means that the effect of teaching
reading using Inquiry-based teaching to the eleventh grade students of
SMA Muhammadiyah 1 Sragen in the academic year of 2011/2012
differs significantly from Grammar translation method. The mean
score of A1 (69.63) is higher than the mean score of A2 (66.97), it can
be concluded that Inquiry-Based Teaching is more effective than
Grammar Translation Method. It can be concluded that Inquiry-based
teaching is more effective than Grammar translation method to teach
reading.
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b. Students who have high Self-actualization compared with students who
have low Self-actualization.
qB = n / anceerror vari
)X-X( B2B1
= 29.51/32
44.6316.74 -
= 11.16
Because q between row (11.16) is higher than qt at the level of significance
(a) = 0.05 (2.86), the students having high Self-Actualization differ
significantly from those having low Self-Actualization for reading test.
Because the mean score of B1 (74.16) is higher than the mean score of B2
(63.44), it can be concluded that the students having high Self-
Actualization have better reading comprehension than those having low
Self-Actualization.
c. Using Inquiry-based teaching compared with Grammar translation method
for students who having high Self-actualization.
qHRH = n / anceerror vari
)X-X( A2B1A1B1
=29.51/16
81.7150.76 -
= 3.46
Because q between cells (3.46) is higher than qt at the level of significance
(a) = 0.05 (3.00), Inquiry-Based Teaching differs significantly from
Grammar Translation Method for students who have High Self-
Actualization. Because the mean score of A1B1 (76.50) is higher than the
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mean score of A2B1 (71.81), it can be concluded that Inquiry-Based
Teaching is more effective than Grammar Translation Method to teach
reading for students having High Self-Actualization.
d. Using Inquiry-based teaching compared with Grammar translation method
for students who having low Self-actualization.
qLRH = [ ]
n / anceerror vari
)X-X( A1B2A2B2
=29.51/16
75.6213.66 -
= 3.28
Because q between columns (3.28) is higher than qt at the level of
significance (a) = 0.05 (3.00), Inquiry-Based Teaching differs
significantly from Grammar Translation Method for students having Low
Self-Actualization. Because the mean score of A2B2 (66.13) is higher than
the mean score of A1B2 (62.75), it can be concluded that Grammar
Translation Method is more effective than Inquiry-Based Teaching to
teaching reading for students having Low Self-Actualization.
e. Based on the result of point c and d, that is Inquiry-based teaching is more
effective than Grammar translation method to teach reading for students
having high Self-actualization and Grammar translation method is more
effective than Inquiry-based teaching to teach reading for students having
low Self-actualization, therefore it can be concluded that there is an
interaction between teaching methods and students’ Self-actualization to
teach reading.
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D. Discussion
This research is one of the efforts to generate some improvement in
teaching reading to the eleventh grade students. It has been discussed in the
previous chapter that using Inquiry-based teaching is one of the alternative to
obtain the intention. The following is the elaboration discussions of the
research findings.
1. Using Inquiry-based teaching is more effective than Grammar translation
method.
Based on the finding of the study, the researcher draws a
conclusion that the implementation of Inquiry-based teaching is more
effective than using Grammar translation method to help students in
improving their reading skill. (Audet, Richard H. and Linda K. Jordan,
eds. Integrating Inquiry Across the Curriculum, 2005: 45) state that to
thrive in an inquiry teaching-learning environment, students need the
support of their educators, community, and family. Inquiry-based teaching
is one term used to describe educational approaches that are driven more
by a learner's questions than by a teacher's lessons.
Using Inquiry-based teaching as a teaching technique helps the
students developing their readings skill. The cycle of inquiry has 5 global
steps: Ask, Investigate, Create, Discuss and Reflect. Start from Ask,
begins with student's curiosity about the text, ideally with their own
questions. Then investigate and create that lead to seek and creating
information about main idea, author purpose, references, explicit, implicit
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information, and understanding vocabulary in the text. The next step is
discussion. At this point, students share their ideas about understanding
the text, and ask each others about their own experiences in investigations
and create steps. The last step is reflecting. In this stage, students review
about their understanding the text. Students find the problems and
solutions that occur during reading process. Students try to solve their
problem in reading a whole of the text.
Otherwise, Grammar translation method is classical method,
focusing on grammatical rules, memorization of vocabularies, translation
of the texts and written exercises. The students wait until all the words are
translated by the teacher to get message of the text given to them. This
technique does not maximal to promote achievement in creativity, thinking
and problem solving. Therefore, using Inquiry-based teaching is more
effective than Grammar translation method.
2. The students who have high Self-actualization have better reading
comprehension than those who have low Self-actualization.
The students who have high Self-actualization are indicated by
high potential in improving themselves and high willingness to be
recognized by others, especially in reading comprehension. Maslow in
article (Toward a Psychology of Being, 1970) explicitly defines self-
actualization to be the desire for self-fulfillment, namely the tendency for
him (the individual) to become actualized in what he is potentially. This
tendency might be phrased as the desire to become more and more what
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one is, to become everything that one is capable of becoming. Maslow
(1970: 150) also states that people need Self-actualization to do something
in accordance with their talent and self-potential to develop themselves
maximally.
Meanwhile, the students who have low Self-actualization can be
seen from the low potential they have. They can also be seen from the low
desire to be recognized by other people. They do not care whether they are
recognized of having talent in reading or not. Someone who has low Self-
actualization bring him/her having low self-confidence because he/she
does not trust on their own ability in reading.
Thus, it can be concluded that the students having high Self-
actualization have better reading comprehension than those students
having low Self-actualization.
3. There is an interaction between teaching method and students’ Self-
actualization in teaching reading.
Selecting the suitable method of teaching will also help the
students to understand the reading text easily. In (John Dewey, Inquiry
Page Version, 2010) Inquiry-based teaching method, the students are
invited to conduct in understanding the text trough 5 steps inquiry. Start
from Ask, begins with student's curiosity about the text, ideally with their
own questions. Then investigate and create that lead to seek and creating
information about main idea, author purpose, references, explicit, implicit
information, and understanding vocabulary in the text. The next step is
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discussion. At this point, students share their ideas about understanding
the text, and ask each others about their own experiences in investigations
and create steps. The last step is reflecting. In this stage, students review
about their understanding of the text. Students find the problems and
solutions that occur during reading process. Inquiry-based teaching
method is more effective than Grammar translation method for students
having high self-actualization because the students who have high self-
actualization are indicated by high potential in improving themselves and
high willingness to be recognized by others, especially in reading
comprehension. The students with high self-actualization are possible to
maximize their potential ability in reading. Therefore, Inquiry-based
teaching method is more effective than Grammar translation method to
teach the students having high self-actualization.
Grammar translation method is more effective than Inquiry-
based teaching method for the students having low self-actualization. The
students who have low self-actualization can be seen from the low
potential that they have. They are seen from the low desire to forward in
reading comprehension. They do not care whether they are recognized of
having talent in reading or not. In (Diane Larsen-Freeman’s 1986
textbook, Techniques and Principles of Second Language Teaching) stated
that Grammar is taught to them so they learn the basis of the foreign
language and many exercises are practiced which are a good stimulant to
develop their inference abilities, lots of exercises consisting in translating
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or writing provide the students with a good mental practice in order to
improve the ease of switching from one language to the other. Students
who have low self-actualization need more attention from teacher, because
the students who have low self-actualization did not believe to the ability
that they have. Grammar translation method is teacher centered method.
Therefore, Grammar translation method is more effective for students
having low self-actualization.
In the end, it can be conclude that, there is an interaction between
teaching method and self-actualization in teaching reading.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Based on the result of the data analysis, the writer states that the
research findings are as follows:
1. Inquiry-based teaching is more effective than Grammar translation
method to teach reading for the eleventh grade students of SMA
Muhammadiyah 1 Sragen in the academic year of 2011/2012,
2. The students having high self-actualization have better reading
comprehension than students having low self-actualization for the
eleventh grade students of SMA Muhammadiyah 1 Sragen in the
academic year of 2011/2012,
3. There is an interaction between the two variables, the teaching methods
and students’ self-actualization in teaching reading for the eleventh
grade students of SMA Muhammadiyah 1 Sragen in the academic year
of 2011/2012.
a) Inquiry-based teaching is more effective than Grammar translation
method to teach reading for students having high Self-actualization.
b) Grammar translation method is more effective than Inquiry-based
teaching to teach reading for students having low Self-actualization.
Based on the research findings above, it can be concluded that in
general Inquiry-based teaching is an effective method to teach reading. There
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is an interaction between the teaching methods and students’ self-actualization
in teaching reading for the eleventh grade students of SMA Muhammadiyah 1
Sragen in the academic year of 2011/2012. For the students who have high
self-actualization Inquiry-based teaching is more effective than Grammar
translation method in teaching reading. But Grammar translation method is
more effective than inquiry-based teaching in teaching reading for students
who have low self-actualization. It means that the effectiveness of the method
depends on the degree of the students’ self-actualization.
B. Implication
The methods used in this research are Inquiry-based teaching and
grammar translation method. The application of the method is also viewed
from students’ self-actualization.
The result of this research indicates that using inquiry-based teaching
method in teaching reading for the eleventh grade students of SMA
Muhammadiyah 1 Sragen in the academic year of 2011/2012 is an effective
teaching. A teacher who teaches reading gives students the opportunity to
develop their own ideas. Inquiry-based teaching is one of teaching method
requiring high self-actualization in learning. In Inquiry-based teaching
method, the students are invited to conduct in understanding the text trough 5
steps inquiry. Start from Ask, begins with student's curiosity about the text,
ideally with their own questions. Then investigate and create that lead to seek
and creating information about main idea, author purpose, references, explicit,
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implicit information, and understanding vocabulary in the text. The next step
is discussion. At this point, students share their ideas about understanding the
text, and ask each others about their own experiences in investigations and
create steps. The last step is reflecting. In this stage, students review about
their understanding of the text. Students find the problems and solutions that
occur during reading process. Inquiry-based teaching method is more effective
than Grammar translation method for students having high self-actualization
because the students who have high self-actualization are indicated by high
potential in improving themselves and high willingness to be recognized by
others, especially in reading comprehension. The students with high self-
actualization are possible to maximize their potential ability in reading.
Therefore, Inquiry-based teaching method is more effective than Grammar
translation method to teach the students having high self-actualization. In
other hand grammar translation method is more effective than Inquiry-based
teaching for the students who have low self-actualization, because the students
are only asked to analyze the rule of grammar, memorize the vocabularies, and
translate the text given. So, Grammar translation method activities are suitable
for the students who have low self-actualization.
C. Suggestion
1. For Teachers
a. Teacher can use inquiry-based teaching to teach reading to improve
students reading comprehension.
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b. Teacher should consider that self-actualization is one of factors that
can influence the students’ reading ability.
c. Teacher should give extra attention for students having low self-
actualization, so the students can improve their reading level and come
to get better achievement.
2. For Students
a. The students have to be more active in joining the English lesson in the
classroom, so they will improve their reading ability.
b. The students who still have low ability in reading have to be more
active in training themselves in understanding the English text in
reading activities.
3. For further researchers
a. The further researchers who want to conduct the research can use the
result of this research as a basic way for conducting the research more
detail.
b. The further researchers can use it as a reference for other studies.