Вы находитесь на странице: 1из 27

CHAPTER I

INTRODUCTION
1.1.

The Background of the Study


Reading is one of the four skills to be mastered by the students. Reading is a

skill that must be developed and can be only developed by means of extensive and
continual practices. Students learn to read and learn better by reading. Teixeira (in
Purnami,2014:12) reading is a key language skill that has a significant place in the
teaching and learning of foreign languages. This skill allows students to have access to
ideas that is communicated by people in different locations and eras, give them the
opportunity to broaden their horizonsand increase their knowledge
Reading comprehension requires understanding, processing, thinking, and prior
knowledge. Within each other of these areas are many skills, concepts, and applications
for alearner. Because all students learn differently and all students learn at different
pace, educators are relying on practice of differentiated instruction to help them achieve
positive result with students learning (Jenning, 2010:8)
So, we could see that was very important to have a reading skill by the
students. Therefore, the government determine in curriculum in order to students are
expected to have a good reading skill. Kurikulum Tingkat SatuanPendidikan (KTSP) of
Senior High School clearly states that the students of Senior High School are expected
to be able to comprehend the short functional text and simple essay such as in report,
narrative and analytical exposition form in their daily lives context and to access their
knowledge. Reading in the students native language and reading in a foreign language
learned is quite different matter. Reading in their own language is much easier than that

of the language learned because they have mastered these components of language will
not face significant difficulties when they are reading materials beginning from the low
levels up to the higher ones. They will not need to look at their dictionaries.
This phenomenon also found by the researchers when did the PPL on SMA
IMELDA in teaching English, especially teaching reading comprehension. Teacher
usually asked the students to read the reading text and then translated it into Indonesian
language. After that, teacher asked them to answer the following questions. After they
finished their task, the task wassubmitted and teacher gave a mark. It made the class
became boring, because teacher did not prepare it well. So, the students did not have
good reading skill.
Most of the students did reading as a passive activity. Students did reading
comprehension by reading the text from the beginning until the end, and when they
found some difficult words, they stoped to read and looked for the meaning of the word
in dictionary. But, actually even the students did the word per word translation it
wasstill difficult for them to comprehend the text or to find out the information of the
text. This situation made the class became boring. Contrast with Rahayu (2014:2)
teaching reading is process of making the students master in reading and make student
more understand with meaningful of the text context. In teaching reading, the teacher
wants to develop the students reading skilland give a good strategy to make students
enjoy and fell happy until they can understand and know what will they do to read and
take the point or information from the text of the reading activity.By applying
appropriately method, students reading skill could be improved. In order to solve these
problems, the researcherswere interested to use Task-Based-Learning (TBL). Task
Based Learning is a method seeking to provide the students with natural context for
2

language use. Kavaliaiskiene (2005:1) states Task-Based Learning(TBL) is thought to


create such a balance by providing an ideal environment for facilitating language
acquisition. In a Task-Based Learning, learners are presented with a task or problem to
solve and do not concentrate on language features during performance.
There are three stages that should be applied in Task-Based-Learning (TBL)
Method ( Willis in Richard 2006). They are Pre-task, Task cycle, and language focus. At
the Pre-task, teacher introduces the topic and gives the students clear instruction on
what they have to do at the task stage
TBL elaborates with small group technique. It based on the stages in TBL that
the students doing the task in pairs or small group, but, in this study they did the task by
small groups. In teaching reading comprehension, TBL elaborates with skimming
strategy, because skimming gives students the advantages for of being able to predict
the purpose of the passage, the main topic, or message, and possibly some of the
developing or supporting ideas.
Therefore, It was hoped that by using Task-Based-Learning Method, the
teaching learning process would be more successful, especially in teaching and learning
reading comprehension.
1.2.

The Identification of the Problem


Based on the background previously, the problems of the study were identified

as follows:
1. The students got difficulties to comprehend the text.
2. The students were bored learning English especially in learning reading
comprehension.

1.3.

Scope and Limitation


The research scope of the study was in reading. The limitation was reading

comprehension on the students ability by doing task (Task-Based Learning method) on


the X grade students ofYayasanPendidikan Imelda Sumatera Utara Medan.
1.4.

The Formulation of the Problem


The problem of the study was:
Is there any significant effect of Task-based Learning method on the students

achievement in reading comprehension?


1.5.

The Objective of the Study


The objective of this research was as follows:
To investigate the effect of using Task-Based Learning method on the students
achievement in reading comprehension

1.6.

The Significance of the Study


The findings of this study were expected to be useful for:

1. Theoritically
Theoritically the study gave useful and interesting way in teaching reading
comprehension through Task Based Learning Method.
2. Practically
a. The English teacherhelped the students problem

in

reading

comprehension by using TBL Method.


b. The students improved their understanding in reading comprehension through
the application of TBL in teaching learning process.

CHAPTER II
REVIEW OF LITERATURE
2.1.

TheoriticalFramework

In doing research, the terms used must be clarified in order to have a clear
perspective of the implementation in the field. The terms may function to give a limited
concept which is specifically meant order in particular context. In this case, it is very
important to list the following terms for the purpose of the research.
2.1.1. Method
According to Nunan (2003:5) a language teaching method is a single set of
procedures which teachers are to follow in the classroom. Methods are also usually
based on a set beliefs about the nature of language and learning. For many years, the
goal of language pedagogy is to find the right method a methodological magic.
Formula that would work for all learners at all times. Methods are contrast with
approaches, which are more general, philosophical orientations such as communicative
language teaching that can extend a range of different procedures.
2.1.2 Reading Comprehension
A. Definition of Reading Comprehension
Reading is a thinking process. It is head act recognizing words which requires
interoretation of graphic symbols. Alyousef (2005) argues reading can be seen as an
interactive process between a reader and a text which leads to automaticity or
(reading fluency). In this process, the reader interacts dynamically with the text as
he/she tries to elicit the meaning and where various kinds of knowledge are being used:
linguistic or systemic knowledge (through bottom-up processing) as well as schematic
knowledge (through top-down processing).
In line with the statements above, Wooley (2011) says reading comprehension is
the process of making meaning from text. The goal, therefore, is to gain an overall
understanding of what is described in the text rather than to obtain meaning from
6

isolated words or sentences. In understanding read textinformation children develop


mental models, or representations of meaning of the text ideas during the reading
process. Thus, reading comprehension is an extraordinary feat of balancing and
coordinating many abilitiesin a very complex and rapid set of routines that makes
comprehension a seemingly effortless and enjoyable activity for fluent readers.
The ability of reading comprehension among the readers are various. One might
has high level of understanding the text and another might has the low one. According
to Grade and Stoller (2002: 19), reading comprehension abilities are quite complex and
that they very numerous ways depending on tasks, motivations, goals, and language
abilities. They also argued that the large differences among the readers occur because
of various ways of reading.

B. The Basic Skills of Reading


Mc Neil ( 1992 : 10) defines the basic skills of reading as follows:
1. Pronounciation
Pronounciation is the untterance of any sound symbol or word. It is important in
recognizing a word because the correct pronounciation of a word would help the reader
to retell the meaning of it. Stress intonation are under this part.
2. Structural System
Structural system is the pasts of a word that forms unit of meaning or second.
The unit may be parts of an inflectional ending, a compound word, a prefix, suffix, and
syllable.

3. Vocabulary

Vocabulary is a list of words in a reader can find words to express the meaning.
In other words recognition vocabulary is much larger than production vocabulary.
4. Comprehension
Comprehension is the combination of knowledge in structure and vocabulary in
which situation the language is use.

C. The Reading Activities


Teacher should divide the reading into their interrelate stages, those are: prereading, while-reading and post-reading.
a. Pre-reading Activities
The purposes of the activities are:
1. To introduce and amuse interest in the topic.
2. To motivate learners by giving a reason for reading.
3. To provide some language preparation for the text.
Pre-reading as an aspect of comprehension instruction, involves preparing
students for what they are about to read. Pre-reading includes: drawing out or providing
prior knowledge about content and process, motivating students and teaching important
vocabulary. Some pre-reading answer simply consist of question to students which are
require to find the answer from the text. Some various types of activity may be
developed.
b. While Reading Activities
The aim of these activities is to help learners to develop their reading skills so
that they can be effective and independent readers. By implication students should be
flexible in their ways of reading which are appropriate to the give text. In these level
students interact with the text by the help of their relevant background knowledge such
as interaction will help students:

1. To understand the researchers purpose.


2. To understand the text structure.
3. To classify the content.
Furthermore, the activities in this phase of reading should be gradually
developed from a global understanding of the text and to smaller unit such as paragraph,
sentence and word.
c. Post Reading Activities
The aims of these activities are:
1. To measure how far the students understand about the reading text in the while
reading
2. To investigate and measure how far the students ability to extend their knowledge.
In this case, the teacher will probably organize some kind of follow up students
task relate to the text give.

2.1.3 Task Based Learning (TBL) Method


A. Understanding of TBL Method
TBL is an approach to teaching a second / foreign language that seeks to engage
learners interactional authentic language use by having them perform a series of tasks.
It aims to both enable learners to acquire new linguistic knowledge and systematize
their existing knowledge (Ellis, 2003). He offered an alternative for language teachers.
In a task-based lesson, the teacher does not pre-determine what language will be
studied, the lesson is based around the completion of a central task and the language
studied is determined by what happens as the students complete it (Frost, 2004).
Rad (2013) says that task-based learning is advantageous to the learner as it is
more learner-centered. Although the teacher may present language in the pre-task, the
students are free to use what they want. This allows them to use all the language they

know and are learning, rather than a single construct. Furthermore, as the tasks are
supposed to be familiar to the students, students are more likely to be engaged, which
may further motivate them in their language learning.
TBL method is applied to find solution in teaching learning process. It means
that by using TBL method, teacher and students will have to overcome their problem in
teaching learning process through doing tasks.TBL offers alternative for language
teachers. In TBL , the teacher does not predetermine what language will be studied, the
lesson is based around the completion of a central task and the language studied is
determined by what happens as the students complete it.In TBL, the task are central to
the learning activity. It is based on the belief that students may learn more effectively
when their minds are focused on the task, rather than on the language they are using.
TBL seems to require a definition of task as priority. Nunan(2006) states:
A task is a piece of classroom work that involves learners in comprehending,
manipulating, producing or interacting in the target language while their
attention is focused on mobilizing their grammatical knowledge in order to
express meaning, and in which the intention is to convey meaning rather than to
manipulate form. The task should also have a sense of completeness, being able
to stand alone as a communicative act in its own right with a beginning, a
middle and an end.
A task is really a special form of technique .in some cases, task and technique
may be synonymous. But in the other cases, a task may be comprised of several
techniques. Task are usually bigger in their ultimate ends than technique.Ellis (2003,
p.16) states a task is a work plan that requires learners to process language
pragmatically in order to achieve an outcome that can be evaluated in terms of whether
the correct or appropriate propositional content has been conveyed. Indeed, a task is
intended to result in language use that bears a resemblance, direct or indirect to the way
language is used in the real world.
10

Peter Skehans (in Nunan,2006) defines task as an activity in which:


1. Meaning is primary;
2. There is some communication problem to solves;
3. There is some sort of relationship to comfortable real-world activities;
4. Task completion has some priority; and
5. The assessment of the task is in terms of outcome.
B. The Steps of TBL Method
In the model of Task-Based Learning described by Jane Willis (Nunan,2006),
there are three stages in TBL. They are Pre-task, task cycle and language focus.
1. Pre- task : the teacher introduce the topic and gives the learners clear instructions
what they have to do at the task stage and might help the students the recall some
language that may be useful for the task.
2. Task cycle: the teacher sets up a communication task which learners are encouraged
to do using the language they already know in order to carry out and then to
improve to their language, under teacher guidance while planning their reports of
the task. Feedback from the teacher comes when learners need it most to fulfill the
task.
There are three components of the task cycle , they are
a. Task: learners use whatever language they can master, and do the task, in pairs
or small groups. Teacher monitors from distance.
b. Planning: learners prepare to report to the whole class (orally or written) how
they did the task, what they decided or discovered. Teacher stands by to give
language advice.
c. Report: in this stage, learners / some group present their report to the class, or
exchange written reports, and then compare the result. Teacher acts as
chairperson, and give comment on the content of the reports.
3. Language focus : learners have closer look at the language structures, which have
naturally occuring during the task cycle. By this stage, they already know the

11

meaning of the new language and they need to focus on form. Language focus has
two components. They are:
a. Analysis: Learners have examine and discuss specific features of the text.
Analysis activity draws attention surface forms. Realizing the meaning learners
have already known during the task cycle and help them to improve their
knowledge and understanding. Instead of the teacher presenting language
learners as new analysis activities, learners reflect on language experienced.
b. Practice:teacher conduct practice or new word, phrases and patterns occuring in
the data, either during or afte r the analysis.
The process to apply of this method can be seen from the framework as in the
following,:

The Framework on Task-Based Learning


Pre-Tak
Introducing to Topic and Task
Task cycle
Task Planning Report
Language Focus
Analysis Practice

C. Advantages and Disadvantages of Task Based Learning


Grace (2015) says TBL method has some advantages and disadvantages
such as:
a. The Advantages of TBL are :
1. Task based learning helps learners to interact spontaneously: Learners are free
to use whatever vocabulary and grammar they know. For instance a role play
requires the learner to use language freely. It gives learners chance to try out

12

what ever language they already know and it also gives learners a chance to
notice and benefit from others expressions and thereby builds their level of
confidence gradually.
2. Automaticity: Automaticity for language learning is defined as a more efficient,
more accurate and more stable performance.
3. Task based learning gives language learners opportunity to learn. The teacher
needs to ensure that, through tasks learners are given opportunities to meet and
explore the reading text without direct teacher assistance, and to use this
vocabulary to meet meaningful task goals.
4. Provides essential conditions for language learning:

Language learning does

not happen without motivation exposure, and opportunities to use the language.
Task based language learning encourages learners to use language purposefully
and in cooperation. Learners get a chance to negotiate turns to speak and also
try out various communication strategies.
5. Maximises scope for communication: Task based learning provides conditions
that allow learners to assimilate what they notice and understand while
performing the task. By participating in the task learners not only acquire new
language items, but also make use of language they have acquired recently.
Tasks allow learners to acquire and assimilate language items that they readily
notice and understand.
6. Experiential learning:

Experiential learning is said to form an important

conceptual basis for task-based language teaching. The learners immediate


personal experience is taken as the starting point in this method.
b. The Disadvantages are :
1. Task Difficulty: Although the difficulty of a task can be estimated from the
performance of learners, the factors that actually contribute to task difficulty
are studied so that it is useful to integrate and sequence the tasks in language
teaching syllabus.

13

2. Mismatch between the learners and teachers perception: Studies indicate that
the same classroom event is often interpreted differently by the teachers and
learners. The learners identified the following factors for task difficulty.
3. Authenticity of tasks: When we look at the definitions of a task, some of them
suggest that a task has to be a real world activity.
4. Outcome : a specified objective is an essential feature of a task. But many a
times it is possible to achieve a successful outcome of a task without actually
achieving the aim of task.
5. Linguistic deficiency: Learners who are beginners with no linguistic resources
find it very difficult to take part in a task.
6. Learners perception: The learner purposes are said to be distributed on a
continuum between achievement orientation and survival orientation. If the
learner perceives that a task is related closely to his/her needs, they tend to
adopt an achievement orientation.
2.2 Conceptual Framework
Reading is considered as the most difficult skill among the other skills. The
difficulty lied in getting the main idea of the text and the message from the author.Many
students could read the words in a passage perfectly, but they were unable to answer
questions that called for making inferences or for identifying the main idea. This
phenomenon we could see in lecturing method, teacher usually asked the students to
read the reading text and translate it into BahasaIndonesia. Then, they answered the
following questions and after they finished the task, teacher gave them a mark. So, it
could not give a contribution for the students. They would not have a good skill in
reading comprehension. But, it would be different for them if they were taught by using
Task Based Learning (TBL) method.

14

In TBL method, the first time teacher introducedthe topic and when they had a
task to answer the question, students did their task in pair or small groups, prepared a
report how they did the task, and then report their task findings and compared the result
to other groups. In the last stage, they had to focus on language focus under teacher
guidance, and then teacher gave an analysis activity and finally gave practice for the
students.
TBL offered an alternative for language teacher. In TBL, the teacher did not
predetermine what language would be studied was determined by what happened as the
students completed it. TBL method was aimed to find a solution in teaching learning
process. It meant that by using TBL method, teacher and students would help to
overcome their problem in teaching process through doing tasks.
2.3 Hypothesis
Based on the previous discussion on the background of this study, the
hypothesis were formulated as follows:
Ha : There was a significant effect of Task-Based Learning Method to students
achievement in reading comprehension.
Ho : There was no a significant effect of Task-Based Learning Method to students
achievement in reading comprehension.

CHAPTER III
RESEARCH METHOD

15

3.1 Location
This research wasconducted at SMA IMELDA MEDAN. The school selected
because one of the researcher worked in this school and found that there was a problem
with the students achievement in this school, especially in reading comprehension. So it
was needed to find out whether the Task-Based Learning (TBL) method could improve
the students achievement in reading comprehension.
3.2 Population and Sample
3.2.1 The Population
The population of this research wasthe tenth year students of SMA IMELDA
MEDAN which consisted of two classes,they were X A and X- B and the total
numbers of population were 51 students.
3.2.2 Sample
By using total sample technique grade X-A and X-B chosen as the samples of
this research. X-A consisted of 25 students and X-B consists of 25. The total sample was
50 students.X-A was as the experimental class and X-B was as the control class.
3.3 Research Design
This research was conducted by applying experimental design. This
experimental design showed whether or not using Task Based Learning method was a
better method study.
3.4 The Instrument of The Research
The instrument for collecting data in this research was a written test. The type of
the test was reading text comprehension in form multiple choices test that consisted of
20 items with five options in each items
3.5 The Techniques for Collecting Data
To collect the data of the research, the research used some steps, they were :
a. Asking the preliminary data about the students achievement in reading
comprehension to the teacher. It was chosen as the pre-test score.
b. Giving treatment by using TBL Method in teaching reading.
c. Giving test to the class.
d. Scoring the students test.

16

3.6 The Techniques for Analyzing Data


After collecting the data from the test, the data was calculated to examine the
hypothesis. The hypothesis was examined by applying T-test by using Sudijonos
formula (2011:196):
M x M y
t0 = SE MX MY

CHAPTER IV
DATA ANALYSIS AND FINDINGS
4.1 DataAnalysis
The data of this research was the students answer which was collected by giving
the students a written test in form of multiple choice. There were 50 students as samples
involved in this research. Samples were taught by using two treatment, they were Task
Based Learning Method and Conventional Method. Where after done a treatment, a test
given to the samples.
The students achievement in reading comprehension taught by using Task
Based Learning (TBL) and conventional method can be seen in appendix 3 and 4.
From all the data, then the researcher analyzed the data into statistic calculation
to find out the differences of samples score between. The following table showed the
calculation to find out the mean, the variant, and the variant between the variable.
17

X
50
50
70
70
70
50
50
65
70
80
80
80
85
85
90
90
90
90
90
90
95
95
95
100
100
2280

NO
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Table 4.1
The Result Calculation of Gain Score
Y
x
y
50
-31
-21
50
-31
-21
50
-11
-21
55
-11
-16
55
-11
-16
60
-31
-11
60
-31
-11
60
-16
-11
60
-11
-11
60
-1
-11
60
-1
-11
60
-1
-11
65
4
-6
70
4
-1
70
9
-1
75
9
4
75
9
4
80
9
9
80
9
9
80
9
9
85
14
14
90
14
19
90
14
19
90
19
19
90
19
19
2100
0
0

x2
961
961
121
121
121
961
961
256
121
1
1
1
16
16
81
81
81
81
81
81
196
196
196
361
361
7498

y2
441
441
441
256
256
121
121
121
121
121
121
121
36
1
1
16
16
81
81
81
196
361
361
361
361
6989

Note : x = X-MX
y = Y-MY
N = 25
The researcher calculated the data based on the steps of the test. The formulation
as followed :
1

The statistic calculation of the data of Experimental Class :

18

M1

N1

M1

= 81

25

x2
N1

7498
25

SD X

or

268 = 16,37

2
Variant of Experimental Class, S

S
2

X = 2280

, or

Standard of deviation of Experimental Class,


SD1

MX

Mean of Experimental Class,

= 16,37

= 268

The statistic calculation of the data of Control Class :


a

Mean of Control Class,


M2

Y = 2100
N2

25

M2

, or

= 72

Standard of deviation of Control Class,

Y2

6989
25

Variant of Control Class,or

S2

SD 2

MY

S2

N2

2
= 15,5 = 241

A. Normality Test

19

SD Y

or

241 = 15,5

SD 2

SD1

Normality test was done by using Liliefors test. To accept or reject the

hypothesis, we compared

Lo

( L observation ) with

Lt

( L table ) from Lilifors

table 0,05.
a

If

Lo

<

Lt

= Data has normal distribution ( accepted )

If

Lo

>

Lt

= Data does not have normal distribution ( rejected )

Here was some steps done in the calculation of Normality test :


1

Made a frequency table. Fill column X with the data, column F with the amount of

frequency, column Fc with the cumulative frequency.


Column Zi was filled by
XM
Zi = SD
2

Example for
Zi =

5081
16,97

x1

from experiment class :

= -1,89

F (Zi) table was filled by looking the coefficient in table of curve normality

( appendix ). Example -1,89 = 0,0294


Fcum
1
S(Zi) =
=
N
25 = 0,04

F(Zi) - S(Zi)= 0,0294-0,143 = -0,113 ( Coefficient in column F(Zi) - S(Zi)be


positive )

The highest coefficient in F(Zi) - S(Zi)column was as

Lo

( L observation )

The next table was the worktable of normality test of experiment and control class.
Table 4.4
Worktable of Normality Test of Experimental Class
X
50
65

F
4
1

Fk
4
5

Zi
-1,89
-0,98

F(Zi)
0,0294
0,1635
20

S(Zi)
0,143
0,179

F(Zi) - S(Zi)
0,113
0,015

70
80
85
90
95
100
N= 25
x

4
3
2
6
3
2

9
12
14
20
23
25

-0,67
-0,06
0,24
0,55
0,86
1,16

0,2514
0,4761
0,5948
0,7088
0,8051
0,87

0,321
0,429
0,500
0,714
0,821
1

0,070
0,048
0,095
0,005
0,016
0,123

= 81

S=16,37
Lo = 0,123
Lt = 1,658
Lo

Conclusion =

<

Lt

( 0,05 N = 25 ), and Data had normal distribution

Table 4.5
Worktable of Normality Test of Control Class
Y
50
55
60
65
70
75
80
85
90
95
N= 25
X

F
3
2
7
1
2
2
3
1
2
2

Fc
3
5
12
13
15
17
20
21
23
25

Zi
-1,42
-1,10
-0,77
-0,45
-0,13
0,19
0,52
0,84
1,16
1,48

F(Zi)
0,0778
0,1358
0,2206
0,3264
0,4483
0,5754
0,6985
0,7996
0,877
0,9306

S(Zi)
0,103
0,172
0,214
0,448
0,517
0,586
0,690
0,724
0,897
0,966

[ F(Zi) - S(Zi)]
0,026
0,037
0,007
0,122
0,069
0,011
0,009
0,075
0,020
0,035

= 72

S= 15,5
L0 = 0,122
Lt = 1,634
Conclusion =

Lo

<

Lt

( 0,05 N = 25 ), and Data had normal distribution

21

From the calculation tables above , it could be summarized the normality test of the
data as next following table.
Table 4.4
The Summary of Normality Test of The Data
Lo
Lt
Conclusion

Class
Experiment

0,123

0,168

Normal

Control

0,122

0,166

Normal

Based on the table above, it shows that

Lo

<

Lt

, so it showed the data

which got from both samples had normal distrubution.

B. Homogenity Test
Homogenity test was done by doing Fisher test. It was aimed to know whether the
samples that used in the research were homogenous or not. The formula was as follows :
S 12
S 22

F=

Note :
S 12 = The biggest variant of both variable
S 12 = The smallest variant of both variable
Then, the homogenity of the samples could be decided based on this following
hypothesis:
a

If

Fo

<

Ft

= data is homogeny

If

FO

>

Ft

= data is not homogeny

22

From the analysis data gained the variant of Experimental Class was 268 and the
variant of Control Classwas 241.

F0

The coefficient of

Ft

268
241

= 1.12

from the table of F distribution = 0,05 with numerator

degree of freedoms = 24 ( N-1=25-1 ), and denominator degree of freedom = 24 ( N-1=

25-1) was 2,02. It meant

Fo

<

Ft

(1.12< 2.02). It could be concluded that the

samples used in this research were homogeny.


C. Hypothesis Test
The hypothesis was aimed to find out whether the hypothesis was accepted or rejected.
The basic theory that the research used :
a

The hypothesis was accepted if t0>ttable

The hypothesis was rejected if t0<ttable

The previous calculation showed that the data of this research had completed the

requirements to be hypothesized. Then the researcher calculated the

t o=

t o=

X 1 X 2

S 21 S22
+
n n

8171
268 241
+
25 25

23

to

as follow:

t o=

10
20,36

t o=

10
4,5

t o= 2,22

4.2 Findings
Based on the calculation of t-test, it was found that t-observedwas 2.22 and the ttable at level of significant of 0.05 degree of freedom 25 is 1.708. Then t-observed was
higher than t-table ( 2.22> 1.708) at the level significant of 0.05 and df 25, therefore, the
hypothesis alternative is accepted. It was concluded that there wasa significant
difference on the students achievement in reading comprehension between the students
who are taught by using Task Based Learning Method and the students who taught by
using Conventional Method at the tenth grade students ofSMA Swasta Imelda Medan,
academic year 2015/2016.

4.3 Discussion
The result of this research showed that there was a significant difference on the
students achievement in reading comprehension between the students who were taught
by using Task Based Learning Method and the students who taught by using

24

Conventional Method. It is proven by the result of t-test that

t o> t t

= 2.22 > 1.708 (

df =0,05 , df = 25).
If we see from the value side, applying Task Based Learning Method and
Conventional Method in learning reading comprehension showed that there is a
significant difference on the students achievement. Where the mean of the
Experimental Class that taught by Task Based Learning Method is 82 while the mean of
the control class that taught by Conventional Method is just 71. Eventhough they were
given by the same material and test.
Thereby , it could be concluded that giving the different treatment to the sample
caused a significant difference on the students achievement in reading comprehension.
The higher score of was caused by the treatment that applied in this class, that was Task
Based Learning Method. Task Based Learning Method influenced the students to be
more active in the learning process and they faced many sources in discussion . They
discussed with many couples. So, they had many sources besides the teacher to help
them understanding the material. While the control class that taught by using
Conventional Method just gave opportunity to the students to discuss with team . So,
they just had their team and teacher that helped them to understand the material.
Eventhough, in this research we found that Task Based Learning Method was
more effective than Conventional Method, it also still had some weaknesssuch as : 1)
the researcher still had difficulty to manage the students and the time allocation, 2) the
students were not familiar with Task Based Learning Method, it was proven that the
students interested

was still less when the researcher grouped them and 3) the

25

researcher found that some of the member of team discussed another thing besides the
material.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusions
Based on the data analysis it was concluded that :
1

the students taught by Task Based Learning Method (Experimental Class) got total
score 2,280 and the mean was 81 with the lowest score was 50 and the highest score

was 100 then;


the students taught by conventional method (Control Class) got the total score 2,100

and the mean score was 72 with the lowest score was 50 and the highest score 90;
there was a significant difference on the students achievement in reading
comprehension

between the students who were taught by using Task Based

Learning Method and the students who taught by using Conventional Method. It
was proven by the result of t-test. It was found that the t-test was higher that t-table
(2.22 > 1.708) at level significant 0.05 and degree of freedom 25. It also could be
seen from the mean score. The mean score of Experimental Class was higher 81
than the mean score of Control Class 72.

5.2 Suggestions
From the conclusions above, the suggestions were presented as following:
1

It was suggested to the next researcher to improve these strategies in doing the
same research in order to increase the students achievement in reading
comprehension.

26

It was suggested that English teachers should teach more intensively in


increasing the students achievement in reading comprehension. Because it is

one of the important element in language should be mastered by the students.


Teacher as facilitator in communicative language teaching, should facilitate
communication in the classroom. The major responsibility was to establish
situation likely to promote communication.

27

Вам также может понравиться