CHAPTER II LITERATURE REVIEW
2. Content-based Summarizing Technique
The summarizing technique based on the Content-based Summarizing Technique (CBST) itself is a technique of summarizing a reading text based on the content of a discourse. This model is applied based on two assumptions; firstly, a good learning skill model is a model that can summarize the past and the present and also predict the future (Rivers, 1987), the second is that the summarizing activity of the students must reflect their understanding against a reading text (O‟Dell, 1987).
The Content-based Summarizing Technique emphasizes on understanding the main idea of a reading text and this main idea must be summarized. Thus, Content-based Summarizing Technique develops an assumption that the comprehension of a reading text can be obtained through the understanding of the main idea contained in the text itself. In this case, the main idea refers to a statement that circumscribed a paragraph (Afflerbach, 1990; Stevens, Slavin, &
Famish, 1991). The main idea is not merely a topic sentence, but it includes subject lines as well as ideas in the supporting sentences.
Advantages and Disadvantages of Using Content-based Summarizing Technique
In summarizing process some information should be included in the summary and some information should be excluded. Hennings
(1991) argues that main idea invention is what reading is all about.
Furthermore, it is argued that helping readers invent significant ideas should be a major focus of reading instruction. On the basic of these arguments, Content-based Summarizing Technique emphasizes the main ideas of the next as the information (the contents) that should be summarized. Content-based Summarizing Technique is thus developed on the assumption that the understanding of the next text can be gained from the understanding of the main idea.
Content-based Summarizing Technique requires the students to read the text thoroughly could be a guarantee of the readers‟
understanding of the contents. The procedures conducted provide a chance to catch the main idea directly through reading, and the product is a summary with unnumbered sentences (Sheinkar in Carnine, 1990).
Furthermore, Content-based Summarizing Technique does not take into account the details of the text because the dependence on the details will reduce the ability to memorize the contents of the text because what could be memorized longer is the general element, not the specific one. When the main ideas have been understood and memorized, the details can be remembered because they are subsumed in the main ideas (Hayes, 1989).
Moreover, Content-based Summarizing Technique does not require the students to name the person and tell what the person does in all of the sentences because it is an obstacle to catching the main
idea of a passage in accordance with the text type. This is because many texts cannot be summarized by mentioning the agent and the activity they perform. (Carnine, Silbert, and Kameenui, 1989).
Content-based Summarizing Technique does not require the students to work in groups or pairs, and the produced summary is more flexible in that it is not patterned by a frame as suggested by the framed summaries but could be in any form as the contents require.
In addition, the disadvantage of Content-based Summarizing technique is that every person learns differently and has different background knowledge. When a student learns something new, they build on existing knowledge. Writing notes in their own words links the new information much more solidly and clearly to their existing knowledge, and is therefore less likely to be forgotten. It is vitally important that teachers are able to paraphrase, to ensure explanations or sections of textbooks are understood by each student. It is common for teachers to have to present the same information in many ways, before the entire class understands it. One person's summary will never be the same as another's, as each individual has their own ideas of what information is most important. It is important that language teachers allow for this difference, when planning tasks that require summarization skills Fergusson (1990).
Implementation of Content-based Summarizing Technique in Reading
The procedure of implementing Content-based Summarizing technique consists of five steps according to Cranmer in Saifudin (2021). First, the teacher shares or gives a reading text that she has selected. Second, the teacher instructs the students to read the texts and give mark the main idea. Third, the teacher gives the clue to the students to quickly find the main idea of the text. Fourth, the teacher gives instruction to the student to write down the main ideas that they have found, and if necessary they also include the supporting ideas.
Then, the students combine or harmonize the main ideas or supporting sentences that they have recorded into one paragraph or more.
The procedures used in the Content-based Summarizing Technique allow students to grasp main ideas directly during reading activities. This Content-based Summarizing Technique ensures that students are able to understand the contents of a text. The Content-based Summarizing Technique also does not require students to pay attention to the text in detail because their reliance on observing the text in detail will reduce their ability to understand the content of the text itself. This is due to the fact that what students can remember longer are the general elements rather than more specific information.
If the main idea had been understood and remembered, then the details
of the text itself could also be remembered because they were included in the main idea (Hayes, 1989).
The other specialty of this Content-based Summarizing Technique is simply because it does not require a number of detailed steps before starting the reading. Content-based summarizing technique instead directed students to get the main idea quickly after reading activities through quick a text scanning (Chambers &
Brigham, 1989).
In the application of Content-based Summarizing Technique, teachers should choose the material content in accordance with the English proficiency of the students (Navarro, 2015). Teachers can also provide a lower-level reading text than their current class. For example, if students sit in year two then it could be a reading material designed for first-year students to avoid difficulties in syntax and semantics (Brown, 2007).
B. Relevant Research
Review of the previous study is made in order to avoid replication.
This study is intended to improve the students‟ reading skills by using Content-based Summarizing Technique. The first study conducted by Zana Chobita (2017) using the Content-based Summarizing Technique (CBST) in teaching English reading skill at two State Islamic Senior High Schools in Palu, Central Sulawesi. After 12 weeks teaching, the researcher found that students who were taught by using CBST have significantly improved their
reading skill to comprehend a reading text. There is a significant difference in the score of English reading comprehension after the application of CBST in teaching reading. This is indicated by the value of „To‟ is 8.36 and 7.49 in MA Negeri 1 and MA Negeri 2 Model. The average reading comprehension final score of the students in both schools is significantly increased when compared to before treatment (from 43.3 to 54.05 in MA Negeri 1 and 46.25 to 61.00 in MA Negeri 2 Model). While the average score of students in non-applied CBST technique classes does not show significant progress in the reading skills.
The second study is conducted by Muhammad Saifudin (2021) The Students‟ Perception towards The Use of Content-based Summarizing Technique in Reading Text. The subject of this study are 251 students of eleventh grade at MAN 1 Kediri in Tarokan at the first semester year 2020/2021 and used quantitative research design. It was done by distributing a questionnaire. The perceptions itself divided into 3 categories, they are:
knowledge, attitudes and behavior. The result showed that most of the students agreed and gave a positive response to the use of CBST in supporting English learning in particular in reading skill. The results all of the data showed that most of the students chose „agree‟. It can be categorized as positive responds in the presence of CBST that was explained that the students feel helpful to implement CBST because when using CBST they easily understand the reading text and increase their reading interest and their value.
Next study is conducted by Nurliana Hutapea (2017) of using summarizing technique on students‟ reading comprehension (A study at tenth grade students‟ of SMA Negeri 5 Padang Sidimpuan) the study carried on by using experimental method. The population of this research is all the tenth grade which are divided into seven classes and total are 248 students. The sample consists of 35 students by using systematic sampling. The data is collected by giving observation and test. After collecting the data, the mean of the application description of using summarizing techniqueis 3.50. It is categorized “Very Good”. The mean of students‟ reading comprehension of recount text before using summarizing techniqueis 71.14. It is categorized
“Good”. The students‟ reading comprehension of recount text after using summarizing techniqueis 84.71. It is categorized “Very Good”. The result of ttestis 8.15, and ttable 5% significant level is 2.03. It means that there is a significant effect of usingsummarizing techniqueon students‟ reading comprehension of recount text at the tenth grade students of SMA Negeri 5 Padang Sidimpuan.
The last study were conducted by Umi Ma‟rifah (2016) Improving Students‟ Reading Comprehension Activity at Second Grade of Senior High School 1 Sendang Agung Lampung Tengah. This study was quantitative research. The subjects of this research were 25 junior high school students.
The reading test was administrated as the instrument of this research. The result showed that there was a statistically siqnificant improvement of the students‟ reading comprehension ability with the siqnificant level 0.00. It
found that English teachers should use the summarizing activity in teaching reading in order to increase students‟ reading comprehension. They should use summarizing activity especialy to improve students‟ reading ability especially in finding main idea. Further researchers should use summarizing activity as the teaching method in listening skill, since reading and listening have similar aspects.
From the previous research above, the similiarities in this research is the technique used of the teaching reading, Content-based Summarizing Technique. Then the differences on each research above are the different type of the school, subject, object, location of the research and the research design.
C. Operational Concept
The operational concept is derived from related theoretical concepts on all of variables that should be practiced and empirically operated in academic writing (Syafi‟i, 2017). There are two variables in this research. The first is Content-based Summarizing Technique as independent variable. The second is Students‟ Reading skills as the dependent variable. Where the result or achievement of Content-based Summarizing Technique is X and the result of Reading skills is Y.
1. The Procedure of Content-based Summarizing Technique in Learning (X)
The procedure implementing of Content-based Summarizing Technique by Cranmer in Saifudin (2021):
a. The students are given the texts that have been selected by the teacher.
b. The students are given instructions to read the texts and give mark the main idea.
c. The students are given the clue by the teacher to quickly find the main idea of the text.
d. The students are given instructions to write down the main ideas that they have found, and if necessary they also include the supporting ideas.
e. The students combine or harmonize the main ideas or supporting sentences that they have recorded into one paragraph or more.
2. The Indicator of Reading skills (Y)
The components of reading skills by King and Stanley (2004), in connection with the competence of students in understanding the analytical exposition text based on the teacher‟s syllabus.
a. The students are able to identify the detail/factual information of analytical exposition text.
b. The students are able to identify finding the main idea of analytical exposition text.
c. The students are able to identify the meaning of vocabulary of analytical exposition text.
d. The students are able to identify reference word of analytical exposition text.
e. The students are able to identify inference word of analytical exposition text.
D. Assumption and Hypothesis 1. Assumption
In this study, the researcher assumes that the use of Content-based Summarizing Technique give significant difference and can affect the students‟ reading skills at the eleventh grade of SMAN 4 Tapung.
2. Hypothesis
Based on the assumptions above, the researcher also formulates the following hypothesis:
Ho: There is no significant difference before and after using Content-based Summarizing Technique on students‟ reading skills at the eleventh grade of SMAN 4 Tapung.
Ha: There is a significant difference before and after using Content-based Summarizing Technique on students‟ reading skills at the eleventh grade of SMAN 4 Tapung.