SMAN 4 Tapung by comparing between the students‟ score before being taught by Content-based Summarizing Technique and after being taught by using Content-based Summarizing Technique.
According to Adnan (2016), pre-experimental research is a study which gives a pre-test before the treatment and post-test after the treatment in order to know there is or not the effect of the variable studied by comparing the average score of the pretest and posttest. In this research the researcher used pre-experimental research design which employed the one-group pretest-posttest, where the one-group pre-test and post-test design in one class.
Creswell (2012) explains that there are three designs included in pre-experimental. They are one-shot case study, one group pretest-posttest design and static group. The researcher used one-group pretest-posttest design. The one-group pretest-posttest design usually involved three steps as follow:
A. Administering a pretest measuring the dependent variable B. Giving the experimental treatment to the subjects
C. Administering a posttest measuring the dependent variable
Differences attributed to application of the experimental treatment are evaluated by comparing the pretest and posttest scores. The design of this research as proposed by Sugiyono (2014) is follows:
Table III.1 Research type
O1 X O2
Where:
O1 : Pre-test X : Treatment O2 : Post-test
The procedures of pre-experimental design used one group pre-test and post-test design applied in this research are, they are:
1. Administering a pre-test before applying Content-based Summarizing Technique with a purpose measuring the students‟ reading skills in the eleventh grade of SMAN 4 Tapung.
2. Applying treatment in teaching reading by using Content-based Summarizing Technique in the eleventh grade of SMAN 4 Tapung.
3. Administering a post-test after applying Content-based Summarizing Technique with a purpose measuring the students‟ reading skills in the eleventh grade of SMAN 4 Tapung.
4. Comparing the scores of pre-test and post-test.
This research intended to investigate the effectiveness of Content-based Summarizing Technique on improving students‟ reading skills at eleventh grade of SMAN 4 Tapung. By applying the treatment, we can know whether the scores are increasing or not. A pre-test and post-test were given to measure if there were significant differences in scores before and after the
students were taught using Content-based Summarizing Technique. So, the researcher know about the effectiveness when the students‟ get scores.
B. Time and Location of the Research
This research was conducted from August to October 2022 and the location of this research is at SMAN 4 Tapung. Located on Jl. Poros Desa Muara Mahat Baru, Kecamatan Tapung, Kabupaten Kampar, 28464.
C. Subject and Object of the Research
The subjects of this study was the students of the eleventh grade of SMAN 4 Tapung in academic year 2022/2023, while the object of this research was the effect of using Content-based Summarizing Technique on the reading skills of the eleventh grade students of SMAN 4 Tapung.
D. Population and Sample 1. Population
Syafi‟i (2017) stated that the population refers to the number of subjects (data sources). According to Creswell (2012), population is group of individuals that have same characteristic which make the different from others group. Since the design of the research referred to single group, the researcher selected one class only. The target population of this research were the eleventh grade students of SMAN 4 Tapung in academic year of 2022/2023. It has 2 classes; the number of population were 40. The specification of the population can be seen on the table below:
Table III.2
The Population of Eleventh Grade Students at SMAN 4 Tapung
No Class Number of student
1. XI science 20
2. XI social 20
Total 40
2. Sample
In this study, there were students as population. Arikunto (2006) stated that sample is a part of population. It has smaller group as representative of the population. Gay (1992) stated that sample is the individual selected comprise. In this research, the researcher took the eleven science as sample by using purposive sampling. Eleven sciences were used as the object of the research due to the English teacher's directions. The English teacher of SMAN 4 Tapung gave directions to take an eleventh grade science as a research sample because the students in this class have better reading skills than the other class.
According to Sugiyono (2010) purposive sampling is the process selecting a sample that are considered typical of qualities. It means that every individual has the same probability of being selected and selection of one individual in no way effect selection of another individual.
Therefore, all members of the population have an equal and independent chance of being included in the selection of sample. The sample of the research can be seen as follows:
Table III.3 Sample of the Research
No Class Number of student
1. XI science 20
Total 20
E. Techniques of Data Collection
The data were collected by test, using pretest and posttest. According to Brown (2003) test means a method to measure a persons ability, knowledge, or performance in a particular domain. Pre-test was given to the students in the beginning of the research. Then, the post-test was given to the students at the end of the research. The procedures of collecting data are as follows:
1. Test
In this research, the researcher used test. According to Brown (2003), test is a method of determining a persons‟ ability, knowledge, or performance in a specific topic. Reading test was given in this research, it is divided into two categories, pre-test and post-test. The technique used to measure students‟
reading skills, and the researcher applied the techniques of data collection, they are as follows:
a. Pre-test
Before teaching the new material by using Content-based Summarizing Technique, the researcher gave a test to the students. This test was given to know the basic competence for the student and to measuring knowledge skills of individual students. Pre-test was given to the students before being taught by using Content-based Summarizing technique. To measure students‟ reading skills in the pre-test, 20 items given in the form of multiple choice questions with analytical exposition text. Every multiple choice item consist of four answers (a, b, c, d).
The following is the blue print of students‟ post-test in analytical exposition text:
Table III.4
Blueprint of Students’ Pre-test
Genre Indicators Item number Total
Analytical exposition text
The detail/factual information
1, 6, 11, 16 4
Finding the main idea 2, 7, 12, 17 4
Meaning of vocabulary (synonym/antonym)
3, 8, 13, 18 4
Reference word 4, 9, 14, 19 4
Inference word 5, 10, 15, 20 4
Total 0
b. Post-test
The posttest was given at the end of research after the treatment has done, to see is there is significant effect on students‟ reading skill. To measure students‟ reading skills after the class received treatment, 20 items given in the form of multiple choice questions with analytical exposition text. The questions were same as the pre-test but with different placement of questions. Every multiple choice item consist of four answers (a, b, c, d).
The following is the blue print of students‟ post-test in analytical exposition text:
Table III.5
Blueprint of Students’ Post-test
Genre Indicators Item number Total
Analytical exposition text
The detail/factual information
2, 7, 12, 17 4
Finding the main idea 1, 6, 11, 16 4
Meaning of vocabulary (synonym/antonym)
4, 9, 14, 19 4
Reference word 5, 10, 15, 20 4
Inference word 3, 8, 13, 18 4
Total 0
The scores of both pre-test and post-test of analytical exposition text were classify in the table below:
Table III.6
The Classification of Students’ Score
The Score Level Category
80 - 100 Very Good
66 - 79 Good
56 - 65 Enough
40 - 55 Less
30 - 39 Fail
Arikunto (2009) 2. Validity
Before carrying out a test, it is necessary to know the validity of the instruments. According to Creswell (2012) validity is the individual‟s score from an instrument that makes sense, meaningful, enable you as the researcher to draw good conclusion from the population and sample.
According to Gay (1992) validity is totally indispensable; there is no quality or virtue of a test that can compensate for inadequate validity.
Validity is the degree to which a test measures, what it is supposed to measure. It means that, the used of valid instrument is very essential to determine the validity of data.
In order to know the validity of the reading test, the researcher used content validity to know the validity of the reading test. According to Mujis (2004), content validity is refers to whether or not the content of the manifest (e.g items of a test or questions of a questionnaire) is right to measure the latent concept (self-esteem, achievement, attitudes, etc) that what we are trying to measure.
In this research, to find the validity of the test, the researcher calculated it by using SPSS 23 version. The standard value of validity is r
item>r table. Based on the try out result, it was determined that all of the items were valid. The result of try out is as follows:
Table III.7
The Item Validity of Try Out
Item Number
r-item r-table Result
1. 0.55 0.44 Valid
2. 0.62 0.44 Valid
3. 0.65 0.44 Valid
4. 0.58 0.44 Valid
5. 0.64 0.44 Valid
6. 0.48 0.44 Valid
7. 0.67 0.44 Valid
8. 0.63 0.44 Valid
9. 0.80 0.44 Valid
10. 0.50 0.44 Valid
11. 0.74 0.44 Valid
12. 0.54 0.44 Valid
13. 0.48 0.44 Valid
14. 0.63 0.44 Valid
15. 0.48 0.44 Valid
16. 0.91 0.44 Valid
17. 0.79 0.44 Valid
18. 0.50 0.44 Valid
19. 0.67 0.44 Valid
20. 0.54 0.44 Valid
3. Reability
A test must be reliable as measuring instrument. After having tested the validity of the instrument, the next step is to examine the reliability.
According to Gay (1992) Reliability is the degree to which a test consistently measures whatever it measures. Moreover, reliability is expressed numerically, usually as a coefficient; a high coefficient indicates high reliability. According to Brown (2003), that reliability has to do with accuracy of measurement. Reliability is also a crucial component in a test.
Reliability in quantitative research is essentially a synonym for dependability, consistency and replicability over time, over instruments
and over groups of respondent. As a result, a test will not be valuable if it is not consistent and produced different results every time. According to Cohen (2007), the guidelines for reliability is as follows:
Table III.8 Category of Reability
No Reliability Category
1. >0.90 Very high reliable
2. 0.80-0.90 High reliable
3. 0.70-0.79 Reliable
4. 0.60-0.69 Minimally reliable
5. <0.60 Unacceptably low reliability
In this research, the researcher used software SPSS 23 version to calculate the reliability of the test. The result of calculation reliability can be seen in the table below:
Table III.9 Reability
The reability of the test was 0.933, it is categorized into very high reliable. It means the instrumental accuracy categorized into a good level and it means good for a research.
F. Technique of Data Analysis 1. Normality of the Data
Before analyzing the data by using paired sample test, the researcher had to found the normality test of the data. Normality test of the data was analyzed by using SPSS 23 version.
Reability Statistics
Cronbach‟s Alpha N of Items
0.933 20
2. Analysis of the Data
To find out whether there was a significant difference or not, the researcher used paired sample t-test by using SPSS 23 version. Paired sample t-test was used to find out the average value of students‟ reading skills before and after taught by using Content-based Summarizing Technique.
55 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The objectives of this research are to find out is there any significant difference of the students‟ skills before and after being taught by using Content-based Summarizing Technique at eleventh grade of SMAN 4 Tapung.
Based on what has been discussed, presented and analyzed in the previous chapter, the conclusion can be explained as follows:
1. The average of students‟ reading skills at the eleventh grade of SMAN 4 Tapung before being taught by using Content-based Summarizing Technique was at enough category, this is evidenced by the mean of the pre-test (61.75).
2. The average of students‟ reading skills at the eleventh grade of SMAN 4 Tapung after being taught by using Content-based Summarizing Technique was at good category, this is evidenced by the mean of the pre-test (78.75).
3. It is found that there is a significant difference, from enough to good category between the students‟ reading skills before and after taught by using Content-based Summarizing Technique at eleventh grade of SMAN 4 Tapung. Based on T-test analysis, the probability sig (2-tailed) was 0.00, it less than 0.05. It means that null hypothesis (Ho) is rejected, while the alternative hypothesis (Ha) is accepted. It can be concluded Ha is accepted and Ho is rejected.
B. Suggestion
Based on the conclusion above, the researcher would like to propose some suggestions. They are as follows:
1. Suggestion for Teacher
a. The teacher are recommended to use Content-based Summarizing Technique consistenly in teaching reading.
b. The teacher should be creative in selecting strategy that can be used in English teaching in order to make the students‟ are interested in the class.
c. The building up of creative and enjoyable learning for students should be developed by the English teacher.
2. Suggestion for Students
a. The students should pay more attention to the lesson explained by the teacher and always improve their reading skills.
b. The students have to be interested in learning English to improve their reading skills. Using Content-based Summarizing Technique could be one of an alternative way to help students to motivate their learning English.
c. The students should do more practice to improve their reading skills.
3. Suggestion for the next Researcher
a. The researcher are recommended to find a new technique, strategy, method or approach in order to make sure the students easy and joyful in learning English especially in reading.
b. The researcher should prepare the suitable text for the students and prepare the media that can help the students easier to comprehend the text.
c. The researcher should watch the development of education.
d. Further researcher are recommended to conduct this technique at other levels of students. It can be applied to primary school and higher education.
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Appendix I
Syllabus
KI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.
KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.1 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait saran dan tawaran, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan should, can)
FungsiSosial Menjaga hubungan interpersonal dengan guru, teman, dan orang lain.
Struktur Teks - Memulai
- Menanggapi (diharapkan/di luar dugaan)
Unsur Kebahasaan
- Ungkapan yang menunjukkan saran dan tawaran, dengan modal should dan can - Nomina singular dan plural
dengan atau tanpa a, the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Situasi yang memungkinkan pemberian saran dan tawaran
- Menyimak, membaca, dan menirukan, guru membacakan beberapa teks pendek berisisaran dan tawaran dengan ucapan dan tekanan kata yang benar - Menanyakan hal-hal yang tidak diketahui atau yang
berbeda
- Menentukan modal yang tepat untuk diisikan ke dalam kalimat-kalimat rumpang
- Diberikan beberapa situasi, membuat beberapa saran dan tawaran yang sesuai secara tertulis kemudian dibacakan ke kelas
- Melakukan pengamatan di lingkungan sekolah dan sekitarnyauntuk membuat serangkaian saran dan tawaran untuk memperbaikinya
- Melakukan refleksi tentang proses dan hasil belajarnya 4.1 Menyusun teks interaksi transaksional, lisan dan tulis, pendek dan
sederhana, yang melibatkan tindakan memberi dan meminta informasi terkait saran dan tawaran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
3.2 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pendapat dan pikiran, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan I think, I suppose, in my opinion)
Fungsi Sosial Menjaga hubungan interpersonal dengan guru, teman, dan orang lain.
Struktur Teks - Memulai
- Menanggapi (diharapkan/di luar dugaan)
Unsur Kebahasaan - Ungkapan menyatakan
pendapat I think, I suppose, in my opinion
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Situasi yang memungkinkan munculnya pernyataan tentang pendapat dan pikiran yang dapat menumbuhkan perilaku yang termuat di KI
- Menyaksikan/menyimak beberapa interaksi dalam media visual (gambar atau video) yang melibatkan pernyataan pendapat dan pikiran
- Mengidentifikasi dan menyebutkan situasi yang memunculkan pernyataan pendapat dan pikiran dan menyebutkan pernyataan yang dimaksud
- Bertanya dan mempertanyakan tentang hal-hal yang tidak diketahui atau berbeda
- Diberikan beberapa situasi peserta didik menyatakan pendapat dan pikirannya yang sesuai secara tertulis kemudian dibacakan ke kelas
- Melakukan pengamatan di lingkungan daerahnya dan sekitarnyadan kemudian menyatakan pendapat dan pikirannya terkait dengan upaya menjaga, memelihara dan memperbaikinya
- Melakukan refleksi tentang proses dan hasil belajar 4.2 Menyusun teks interaksi transaksional, lisan dan tulis, pendek dan
sederhana, yang melibatkan tindakan memberi dan meminta informasi terkait pendapat dan pikiran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
3.3 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk undangan resmi dengan memberi dan meminta informasi terkait kegiatan sekolah/tempat kerja sesuai dengan konteks penggunaannya
Fungsi Sosial Menjaga hubungan
interpersonal dalam konteks resmi
Struktur Teks Dapat mencakup:
- Sapaan - Isi
- Mencermati dan menemukan perbedaan dan persamaan dari beberapa undangan resmi untuk beberapa acara yang berbeda
- Mengidentifikasi dan menyebutkan bagian-bagian dari undangan dengan ucapan dan tekanan kata yang benar - Mencermati beberapa undangan resmi lainnya, dan
mengidentifikasi bagian-bagiannya serta ungkapan-ungkapan yang digunakan
4.3 Teks undangan resmi
4.3.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk undangan resmi lisan dan tulis, terkait kegiatan sekolah/tempat kerja