IN 2015/2016
THESIS
By
FERDIAN WATI WARUWU Reg. Number. 112108042
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS
IN 2015/2016
THESIS
Submitted to
Institute of Teacher Training and Education of Gunungsitoli in Partial Fulfillment of Requirements for the
Degree ofSarjana Pendidikan
By
FERDIAN WATI WARUWU Reg. Number. 112108042
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS
i
Ellyanus,M.Pd (II) Yasminar A. Telaumbanua,M.Pd
Key words : Reading Comprehension, It Says, I Say, and So Strategy
ii
“Incresing the Students’ Ability in Reading Comprehension by Using It Says, I Say,
and So Strategy at the Tenth Grade of SMA Negeri 1 Botomuzoi”.
In arranging this thesis, the researcher has been supported by many sides that
motivate her; in giving the idea and time to study well until she finishes her study.
Hence, she wants to express her sincere appreciation and thanks to:
1. Mr. Drs. Bezisokhi Laoli, M.M., as the Rector of IKIP Gunungsitoli for his best
service and advice for students of IKIP Gunungsitoli.
2. Mr. Adieli Laoli, S.Pd., M.Pd., as the Dean of the Faculty of Education of
Languages and Arts who has always given his time when the researcher needs his
opinion to finish this thesis.
3. Mr. Ellyanus, M.Pd Vice Rector two of IKIP Gunungsitoli and as the first
advisor, who always guides her in finishing this thesis and gives ideas in
arranging this thesis
4. Miss. Yasminar Amaerita Telaumbanua, S.Pd., M.Pd as the Chair of the English
Education Study Program and as the second advisor, who always gives the
opinion, literatures and constribution during the study and she has never felt
bored in giving her time to revise and give her opinions to finish this thesis.
5. Mr. Afore Harefa, S.Pd., M.Hum as the secretary of English Education Program
iii
taught her well during studying at IKIP Gunungsitoli.
7. Mr. Syukur Arman Mendrofa, S.IP as the secretary of Education Department
who helps and gives permission research for the researcher in doing her research
in SMA Negeri 1 Botomuzoi.
8. Mr. Sama’aro Laoli, S.Pd, as the Headmaster of SMA Negeri 1 Botomuzoi, who
facilitates the researcher in collecting the data.
9. Mr. Yosea Halawa, S.Pd, as a teacher-collaborator, who helps the researcher in
observing theTenth Grade of SMA Negeri 1 Botomuzoi.
10. All of the students at the Tenth Grade of SMA Negeri 1 Botomuzoi, who have
collaborated to the researcher in doing her research.
11. Especially her beloved parents A/I. Indra Waruwu (Elizaro Waruwu, S.E/ father
and alm. Niati Zendrato/ mother), and her sisters (Indrawati Waruwu, Nur Iman
Jul P. Waruwu and Srimuliani Waruwu), her younger brothers (Filipus Waruwu,
Daniel C. Waruwu, and Emanuel O. Waruwu) who have sacrificed for
supporting mission, financial and motivate her during studying in the English
Department of IKIP Gunungsitoli.
12. Her close friends, Niat Harefa, Yalinar Hondro, Samselinar Lase, Emilia Zega,
Budiaman Telaumbanua, Nur Hayati Lombu and Boy Oktavianus Halawa, who
give support, pray criticism and help in finishing this thesis. And all of her
iv
the researcher’s life in good ways, have learned lots of experiences from all of
them.
Thank you for all your supports and motivations, may Jesus Christ bless you.
Gunungsitoli, December 2015 The researcher,
v
ACKNOWLEDGEMENTS... II TABLE OF CONTENTS... V LIST OF FIGURES... VIII LIST OF TABLES... X LIST OF APPENDICES... IX
CHAPTER I INTRODUCTION ... 1
A. Background of the Problem ... 1
B. Identification of the Problems ... 4
C. The Limitation of the Problem ... 4
D. The Formulation of the Problem ... 5
E. The Purposes of the Research ... 5
F. The Significance of the Research ... 5
G. The Assumptions of the Research ... 6
H. The Limitation of the Research ... 6
I. The Key Terms Definition of the Research ... 7
CHAPTER II REVIEW OF RELATED LITERATURE ... 8
A. Theoretical Framework ... 8
vi
d. The Process of Reading ... 14
e. The Teaching of Reading………... 16
f. Microskills of Reading ... 18
g. Reading Comprehension ... 19
1) The Definition of Reading Comprehension……….. 19
2) The Levels of Reading Comprehension……….. 20
3) The Ways to Increase Reading Comprehension……….. 22
4) The Reading Comprehension Assessment……… 25
5) The Syllabus of Reading Skill at the Tenth Grade of SMA Negeri 1 Botomuzoi……… 29
2. It Says, I Say, and So Strategy ... 33
a. The Definition of It Says, I Say, and So Strategy... 33
b. The Steps of It Says, I Say, and So Strategy... 34
c. The Advantages and Disadvantages of It Says, I Say, and So Strategy ... 36
vii
... 44
A. The Object of the Action Research... 44
B. The Setting and Subject of the Research ... 44
C. The Schedule of Implementing the Action ... 45
D. The Procedures of Implementing the Action ... 46
E. The Techniques of Analyzing Data ... 60
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS... 64
A. The Research Findings ... 64
1. Research Setting……….. 64
2. The Explanation of The Research Findings for Each Cycle………… . ……….. 65
a. Cycle I………... 65
b. Cycle II……… 66
1. The Students’ Activities in All Cycles……… 86
2. The Researchers’ Activities in All Cycles……….. 87
3. The Students’ Ability in Reading Comprehension by Using It Says, I Say, and So Strategy of All Cycles……….. 88
B. The Research Findings Discussions ……… 89
1. The Common Responses of the Research Problem………. 89
viii
6. The Analysis of the Research Findings
Limitation ………. 96
CHAPTER V : CONCLUSIONS AND SUGGESTIONS... 97
A. Conclusions ……… 97
B. Suggestions ……… 71
BIBLIOGRAPHY ... 98
x
2. The Students’ Ability in Reading Comprehension in Cycle I ... 74
3. The Students’ Ability in Reading Comprehension in Cycle II ... 84
4. The Students’ Activities of All Cycles ... 86
5. The Researcher’s Activities of All Cycles ... 87
xi
Lesson Plan.... ... 104
Table of Specification... 118
Material... 122
Evalutions Sheet... 134
The Test Instrument Validity... 146
Observation Sheet of the Students’ Activities... 157
Observation Sheet of the Researcher’s Activities... 170
Field Notes………. 182
The Presence List of the Students... 187
The List of the Students’ Mark... 196
INTRODUCTION
A. Background of the Problem
Reading is one of important English skills that must be acquired well by all of
English learners who want to learn English as a foreign language. It is one of the
activities to know information and knowledge in the world. Reading can give some
advantages to the students. First, reading will make the students to be someone who
has wide knowledge. Second, it can improve the students’ ability that will support
their study and will be used for them in daily life. Third, the students will get some
information and ideas from the sources that are needed for certain purposes, like
answering questions that are related to the text and it is a common activity that
happens in the process of learning reading. In addition, the students should have an
effective way to comprehend the text in reading process.
According to Penny (1996),“Reading does not mean reading or decoding the
letters or words only; reading means reading and understanding”. In other words, in
reading the students not only read a text, but also comprehend a text and understand
what the messages from the text.
Furthermore, Grabe and Stoller (2002:9) affirm, “Reading is the ability to
draw meaning from the printed page and interpret the information appropriately”.
In summary, reading is the ability of the students to draw or to comprehend
the meaning or content of the text and interpret it correctly.
communication so that, the students in SMA Negeri 1 Botomuzoi especially at the
tenth grade in 2015/2016 need to be exercised and trained in order to have a good
reading skill.
Furthermore, as stated in the syllabus of KTSP 2006 at the tenth grade of
SMA Negeri 1 Botomuzoi, one of the competence standards in reading skill, asserts
that the students comprehend and respond the meaning of the short simple essay in
the form of narrative, recount, and procedure texts to interact with environs. Then,
basic competence it hopes the students comprehend the content and the meaning of
the short simple functional text in narrative, recount, and procedure texts accurately,
fluently, and acceptably with environs.
Each school has the independency to determine their own Minimum
Competence Criterion in order to see the standard of the students’ achievement in
reading ability. The English teachers of SMA Negeri 1 Botomuzoi have made
Minimum Competence Criterion for reading comprehension, it is 70 (seventy).
In other words, the students of the tenth grade in the school can be said
successful in learning reading comprehension if the students can get 70 or more. If
the students do not pass on the standard of the score and it can be said they are failed
in reading comprehension.
However, based on the researcher’s observation at SMA Negeri 1 Botomuzoi
the researcher found some problems the students are not able to comprehend a text
well. They could not answer some teacher’s questions provided in the text related to
passive situation without thinking process was going on. The situations happened are
caused by the students are lack in comprehending the content of the narrative text so
that they cannot say something about what actually they have in their mind and do
not understand what the purpose of the story that they have already read.
Based on the researcher’s observation above, it can be said that some
students’ problems in reading comprehension is caused by some factors, such as;
the students are lack in comprehending the narrative vocabulary, the students are
unable to identify the generic structure of narrative text, the students are unable to
identify the linguistics features of narrative text, the students are unable to conclude
the idea of the narrative text, and the students are unable to differentiate implicit and
explicit information from the narrative text. Therefore their value cannot achive the
MCC.
Based on those problems, the researcher wants to apply a technique to solve
the problems of the students in the teaching and learning process and to increase the
student’s ability in reading comprehension. The strategy is It Says, I Say, and So
Strategy.
According to Hartmann (2006:22), It Says, I Say and So is a strategy helps
students connect new information with prior knowledge through the process of
making inferences. So, It Says, I Say and So is a strategy can be used in teaching
reading comprehension by using a chart to guide students in constructing meaning
reading comprehension.The researcher applies It Says, I Say, and So Strategy to
increase the students’ ability in reading, by conducting a research entitled,
“Increasing the Students Ability in Reading Comprehension by Using It Says, I Say,
and So Strategy at the Tenth Grade of SMA Negeri 1 Botomuzoi in 2015/2016”.
B. The Identification of the Problem
Based on the background of the problem above, the researcher identifies some
problems that influence the students in reading, they are:
1. The students are lack of comprehending the narrative vocabulary.
2. The students are unable to identify the generic structure of narrative text.
3. The students are unable to identify the linguistics features of narrative text.
4. The students are unable to conclude the idea of the narrative text.
5. The students are unable to differentiate implicit and explicit information from the
narrative text.
C. The Limitation of the Problem
Because the scope of identification of the problems above is too wide, the
researcher wants to limit the problems, namely: ”Increasing the Students Ability in
Reading Comprehension by using It Says, I Say, and So Strategy at the Tenth Grade
The problems of the research can be formulated as follows: How does “It Says, I
Say, and So Strategy increase the students ability in reading comprehension at the
tenth grade of SMA Negeri 1 Botomuzoi in 2015/2016”?
E. The Purposes of the Research
The purpose of the research is to increase the students’ ability in reading
comprehension by using It Says, I Say, and So Strategy at the tenth grade of SMA
Negeri 1 Botomuzoi in 2015/2016.
F. The Significances of the Research
The result of the research is to give contributions for the teacher, the students, the
researcher, the further researchers, and the readers.
1. For the English teacher, hopefully s/he can apply a new strategy for teaching
reading comprehension and the strategy is an effective tool to add to their
repertoire of classroom practices intended to increase students’ comprehension of
text and to enlarge the students insight in teaching and learning process.
2. For the researcher, the researcher wants to increase the students’ ability in
reading comprehension by using It Says, I Say, and So Strategy.
3. For the students, to help the students to comprehend the text, to make their
comfortable in teaching-learning process and to make them more active while
researches to the research.
5. For the readers, the research can be used by readers as information that It Says, I
Say and So, Strategy can be used in increasing the students' ability in reading
comprehension.
G. The Assumptions of the Research
In doing the research, the researcher has some assumptions, as follows:
1. Reading Comprehension takes an important role to master the three other
language skills and language components.
2. It Says, I Say, and So Strategy is a strategy that is used in teaching-learning
reading comprehension.
H. The Limitation of the Research
The limitation of the research as follows:
1. The subject of the research is the tenth grade of SMA Negeri 1 Botomuzoi in
2015/2016.
2. In the research, the researcher uses the It Says, I Say and So Strategy to increase
the students’ ability in reading comprehension.
3. In doing the research, the researcher uses Classroom Action Research (CAR) as
the research method.
4. The object of the research is the students’ ability in reading comprehension.
I. The Key Terms Definitions of the Research
To avoid misunderstanding in conducting the research, the researcher wants to
give explanations that concern with the definition of the research title:
1. Reading is an activity of the students to combine information from a text and
their background knowledge to build a meaning. The researcher will use It Says,
I Say, and So Strategy to increase the students’ ability to comprehend a text.
2. Reading Comprehension is the ability of the students to comprehend a text
especially in narrative text and extract the required information from it in literal
and interpretation levels of comprehension as efficiently as possible.
3. It Says, I Say, and So Strategy is one of teaching reading strategies that the
researcher applies in teaching reading comprehension, which can be applied by
the researcher in guiding the students to get the information from a text that the
students have learned, and draw an inference based on the student’s
comprehension to the text that they read and think about deeply. It Says, I Say,
and So Strategy can encourage the students’ ability in reading comprehension by
using inference skills to create the meaning, they combine with their own ideas
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. Reading
a. The Definition of Reading
Reading is one of four skills listening, speaking reading, writing that should
be master by the students. Reading as the one of language skills is the most natural
activity in the world by having good skill in reading, the students will get the
information and it will enlarge their knowledge as much as possible.In reading a text, the students must identify what the text says and utilize the student’s knowledge to know what the text means. It is clear that the students must have a good interaction with the text in utilizing it for getting meaning. According to Spratt (2005:21), “Reading is one of four language skills: reading, writing, listening, and speaking
which involves responding to texts, rather than producing it”. In other words, reading
is a receptive skill that involves making sense of texts and to do this the reader should
understand the language of the text at word levels, sentence levels, and whole-text
levels. The students also need to connect the message of the text to the students’
knowledge of the world.
Reading is a way to gather the information. In life there are many aspects are
related to reading, for example; when reading a book, a magazine, a newspaper and
so on. As Braunger and Lewis (2006:8) state, “Reading is construction of meaning
from text.” In other words, reading is the ability of the students to grasp and
comprehend the information or the content of the text to get the meaning based on the
text . So that, through reading activity the students in SMA Negeri 1 Botomuzoi
especially at the tenth grade in 2015/2016 know well what the meaning from the text
and give them some information that enrich their knowledge in order that, it can be
increase their knowledge about something.
Furthermore, Grellet (1998:7) defines “Reading as an active skill that constantly involves guessing, predicting, checking, and asking oneself questions”.
Based on the definitions above, it can be concluded that reading is an active
and communicative process that involves the ability of the students to guessing,
predicting, checking, and asking oneself questions to get the content of the text. In
guessing, predicting, checking and oneself questions the students must be able to
comprehend the text. In comprehending a text the students use knowledge, skills, and
strategies to determine the meaning.
b. The Purposes of Reading
The activity that has no purpose in useful, it wastes much energy and time. It
is same in reading without purposes means gets nothing from the text she or he reads.
Reading is an activity with a purpose.
In this matter, according to Burkart (1998:34) about reading in the beginning
and intermediate college foreign language class,
ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read.
Based on the opinion that there are many purposes of reading such as to gain
information, to enhance knowledge, to critique a writer’s ideas, to get enjoyment of
what s/he reads. As a normal human being who has an active brain, when someone
wants to do something, of course s/he has a certain purpose in the students mind to
make the difference between success and failure of the students activities.
Furthermore, Grabe and Stoller (2002: 12) also explain some purposes of
reading, as follows:
1) Reading to search for simple information
Reading to search for simple information is a common ability. It is used so
often in reading tasks that is probably best seen as a type of reading ability. In
reading to search, the readers typically scan the text for a specific piece of
information or a specific word.
2) Reading to skim quickly
Reading to skim is a common part of many reading tasks and useful skill in
its own right. It involves, in essence, a combination of strategies for guessing
where important information might be in the text, and then using basic reading
3) Reading to learn from texts
Reading to learn typically occurs in academic and professional contexts which a
person needs to learn a considerable amount of information from a text. It requires
abilities to:
a) Remember main ideas as well as a number of details that elaborate the main
and supporting ideas in the text.
b) Recognize and build rhetorical frames that organize the information in the text.
c) Link the text to the reader’s knowledge base.
4) Reading to integrate information
Reading to integrate information requires critical evaluation of the
information being read so that the reader can decide what information to integrate
and how to integrate it for the reader’s goal.
5) Reading to write and critique texts
Reading to write and critique texts is a task variant of reading to integrate
information and its purposes represent common academic task. The reader reads to
find the information from the written text and integrate it to write the information
on a paper.
6) Reading to criticize text
Reading to criticize text may be a task variant of reading to integrate
information and its purpose represent common academic task also. The reader
7) Reading for general comprehension
Reading for general comprehension is the most basic purpose of reading and
actually it is more complex. The reader’s purpose is to understand information in
a text and interpret it appropriately.
In addition, Rivers and Temperly (1978) in Nunan (1999: 251) suggest that
there are seven main purposes for reading:
1) To get information for one purpose or feel angered about one topic;
2) To be action in a drama, playing game, overcome riddle;
3) To get instruction about how to do something (e.g., how an appliance works);
4) To make a communication with the friends by using letters or understanding the
business letter;
5) To know when or where something will take place or what is available;
6) To know what is happening or has happened (as reported in newspaper, magazines,
and reports);
7) To get exciting and entertainment.
In conclusion, of some theories about the purposes of reading above, the
researcher can say that people have their own purposes why they read. But, in general
the purpose of reading is comprehension. Pertaining to the Grabe and Stoller (2002:
12), and Rivers and Temperly (1978) in Nunan (1999: 251) classify that the students
will read to get and understand information from the text, to obtain main idea, to
evaluate, to understand the text well, and to increase the student’s knowledge about
for many purposes, and those purposes require a comprehension skill in term of
achieving the purpose itself.
All kinds of texts (genres) also provide the purposes of each text. In this case,
the students in SMA Negeri 1 Botomuzoi especially at the tenth grade in 2015/2016
can know what the purpose of reading before they are going to read the texts in order
that they can comprehend and get the information from the text. These purposes are
available in form of the generic structure of the text. For example, in narrative text,
the students will find general information of the text in orientation and in
complication the students will find specific information. Then, if the students just
read a text for a pleasure or for interest it is available in there solution. In the generic
structure, the students just read the ending of the text. In this matter, the purposes of
reading above helps the students and the researcher to determine and understand their
purpose before reading in order that comprehension can be achieved well.
c. The Types of Reading
According to Davies, Augstein and Thomas (1994) there are some types of
reading, such as below:
1) Receptive reading, which is the rapid, automatic reading that we do when we read narrative.
2) Reflective reading, in which we pause often and reflect on what we have read. 3) Skim reading, in which we read rapidly to establish in a general way what a text
is about.
Based on the types of reading above, the researcher concludes that there are
four types of reading such as, receptive reading is the type when the students read the
text quickly and automatic, reflective reading is the type of reading when the students
stop read for a while and reflect on what they have read, the third is skim reading in
this type the students read the text quickly to build a meaning from the text and the
last is scanning the type of reading to search a specific information from the text.
Actually the types of reading above are so complex. However, the researcher
chooses the scanning reading only because this type focuses on searching for specific
information from the text and this type is appropriate to It Says, I Say and So
Strategy.
d. The Process of Reading
According to Goodman (1988:12), “Reading is receptive language process”. It
is psycholinguistic process in that it stars with linguistic surface representation
encoded by a write and ends with meaning, which the reader constructs. There is an
essential interaction between language and thought in reading”.
Furthermore Nunan (2003;68) state, “Reading is fluent process of reader
combining information from a text and their own background knowledge to build a
meaning”. In other words, the students catch message and information from the text
which they read based on the student’s background knowledge in other that they can
In addition, Nunan (2003:70-72) states that there are three processes
inreading, namely:
1) Bottom-up Model
Bottom-up models typically consist of lower-level reading process. Students start
with the fundamental basic of letter and sound recognition which in turn allows
for morpheme recognition followed by word recognition, building up to the
identification of grammatical structures, sentences, and longer text. Letter, letter
clusters, words, phrases, sentences, longer text and finally meaning is the order in
achieving comprehension.
2) Top-down Model
Top-down models, on the other hand, begin with the idea that comprehension
resides in the reader. The reader uses background knowledge, makes prediction,
and searches the text to confirm or reject the prediction that are made.
A meaning-based approach or a whole language approach to reading is
supportive of top-down models of reading.
3) Interactive Model
In this models, the reader combines element of both bottom-up and top-down of
reading to reach comprehension.
Based on the process of reading according to Nunan, it is concluded that in
reading activity, there are some processes that are done to construct or interpret the
meaning from the text. It is begun by the fundamental basic of letter and sound
longer text. Then by using the background knowledge, making prediction and
searching the text to confirm or reject the prediction that are made, the last by
combining elements of both bottom-up and top-down models of reading to reach
comprehension or building a meaning. In the research, the researcher focuses on
interactive model, because the model combines two elements of both bottom-up and
top-down model. It makes the students in SMA Negeri 1 Botomuzoi especially at the
tenth grade in 2015/2016 are know what the process of reading before they are going
to read the text, recognize of letter and sound, identify grammatical structure and
sentences then, use their prior knowledge in predicting the text, before they read it to
reach comprehension. In this case they can get satisfaction and some information in
reading the texts.
e. The Teaching of Reading
In teaching reading, the teacher should select the text and consider the topic
and types of reading text that she goes to teach for students the aim is to make the
students understand the text, interesting, pleasure, and also worth to them.
According to Brown (2002), Alyousef (2005), Burhart (1998), there are three
steps in teaching reading, namely:
1) Pre reading activities
In this step, the researcher helps the students to investigate their relevant
scheme. As Zhang (1993) in Alyousef (2005:4) states that, comprehension is
In this stage, the teacher introduces the topic and reading purpose, the teacher may
give a brief discussion question that engages the students to the text.
2) Whilst reading activities
In this stage to develop students’ ability in tackling text by developing their
scheme (prior knowledge) and linguistic knowledge (the ability to recognize the
elements of the writing system to include knowledge of vocabulary and knowledge of
how words are structured into sentences). Both of this knowledge are integrated while
reading to construct the meaning from the printed text. The students may verify their
prediction and check for inaccurate guesses.
3) Post reading activities
This stage is used to enhance learning comprehension through the use of
matching exercises or comprehension questions. In this stage, the researcher
evaluates the students’ comprehension by using some tasks, evaluates overall
progress and decides if the strategies used are appropriate for the students.
Based on the explanation above, the researcher will focus in post reading
activities in teaching reading. Because it has relation with the strategy that is applied
by the researcher, It Says, I Say, and So Strategy is the strategy that help the students
focus on constructing meaning from the narrative text as they read. This strategy also
has function to measure how well the students in SMA Negeri 1 Botomuzoi
f. Micro Skills of Reading
According to Davis in Alderson (2000:9) there are eight micro skills of
reading, as follows:
1) Recalling word meanings.
2) Drawing inferences about the meaning of a word in context. 3) Finding answer to questions answered explicitly or in paraphrase. 4) Weaving together ideas in the content.
5) Drawing inferences from the content. 6) Recognizing a writer’s purpose. 7) Attitude, tone, and mood.
8) Identifying a writer’s technique, and following the structure of a passage.
Those microskills above, outlined by Davis and Munby it is concluded that
microskills of reading is to recognize the important aspect of the text, get the concept
and understand the language of a text, select the implicit meaning of a text, get the
main point and the main idea of a text, and get the information and the purpose of a
text. Based on the statement by using It Says, I Say, and So Strategy the micro skills
that the researcher focuses on drawing inferences from the content that will be
applied in the teaching-learning process. So, to achieve the goal of reading by It Says,
I Say, and So Strategy to comprehend reading text especially in narrative text, the
g. Reading Comprehension
1) The Definition of Reading Comprehension
Success in all academic areas is dependent upon the ability to read and
comprehend. Reading comprehension is a dynamic process, which requires
interaction between the reader and the text. It is one of the five essential components
of reading instruction. Mastery of the other components: phonemic awareness,
phonics, vocabulary development, and fluency, facilitates reading comprehension.
Snow (2002:11) states, “Reading comprehension is a complex activity that
involves interaction between the readers and the text”. It shows that reading
comprehension is a necessary way to know whether the students understand or not
with the written sources. In other words, reading comprehension is a process which
involves between the readers and the reading materials to get comprehension and
meaning of the text.
Moreover, Richards, Plat and Webber in Chesla (2001:46) say,
“Comprehension is the act or action of grasping an idea with the intellect
understanding.” In this theory, reading can be meaningful if the students can
comprehend the text well or in other words, reading comprehension is the process of
getting the information from the written words.
Furthermore, Richard and Renandya (2002:277) state, “Reading
On the other hand, the main goal of reading activity is to comprehend the text.
The students will comprehend word by word, sentence by sentence, paragraph by
paragraph, and finally will get message in the text.
In reading comprehension, the readers expect to understand contents of source
to interpret the meaning.
In addition, Grabe and Stoller (2002:17) say, “Reading comprehension is
ability to understand the information in a text and interpret it appropriately”. As well
as the definition above, reading comprehension is an ability to understand the
meaning or information from the text and then interpret the text as well as getting the
sense of meaning, information, ideas from the text.
In summary, reading comprehension is very important to the students
especially for the students in SMA Negeri 1 Botomuzoi especially at the tenth grade
in 2015/2016 as the subject of the research, because reading comprehension is an
activity to comprehend the meaning, information, purpose or opinion from the text.
So, the teachers have responsibility to help the students to be more active in
reading a text especially in narrative text by using It Says, I Say, and So Strategy.
2) The Levels of Reading Comprehension
Barrette (2008) states that there are three levels of comprehension, they are:
At the literal level the basic facts are understood. The questions in literal level
can be answered by reading the text at glance, because it is usually directly
stated in the text.
b). Inferential level
Inferential comprehension, therefers to the ability of a reader to take in
information that is inferred or implied within a text. If a text indicates that a
character. Inferential comprehension is more sophisticated than literal
comprehension because it requires the orchestration and manipulation of
information from the text as well as information that resides within the readers
their background knowledge.
c). Critical level
At the critical level the reader assesses the good sense of what he or she is
reading, its clarity, accuracy and any apparent exaggeration or bias.
Related to the theory, the researcher only focuses to discuss about inferential
comprehension because, inferential comprehension means the ability of a reader to
take information that is inferred or implied within a text. In narrative text, the
students in SMA Negeri 1 Botomuzoi at the tenth grade 2015/2016 are able to
understand the content of the text, draw a conclusion, answers the questions based on
so, that the students may enrich their knowledge as to present information in the text
by use inferential comprehension.
3) The Ways to Increase the Reading Comprehension
According to Harris (1979: 351-435) there are some ways to increase the
students’ ability in reading comprehension, namely;
a). Vocabulary development
Vocabulary is so closely related to comprehension and reasoning that a good
vocabulary test can serve effectively as a measure of general intelligences,
and most intelligence tests contain many vocabulary items. A minimum
essential for comprehension in reading is an understanding of words used by
the authors. So, the students have to develop their vocabulary.
b). Reading in thought units
Students must encourage themselves to read words in meaningful groups of a
reading text that usually presents words as a part of phrase; the phrase as a
part of sentence; the sentence as a part of a paragraph; and a paragraph as a
part of a story in order the students learn to grasp the meaning of larger and
larger units.
c). Ability to find answers to specific questions
There are many reading situations where the students have a specific question
one that requires careful reading and analytical reasoning. In answering the
specific questions, the students should practice the skimming.
d). Ability to select and answer the main idea
To find the main idea or central thought of a paragraph, a student should be
able to distinguish between essentials and non-essentials, between the most
important idea and subordinate details or illustration.
e). Ability to understand a sequence of events
An essential part of the understanding of narrative material, whether fictional
or historical is the ability of the students to understand a sequence of events,
to grasp the cause-effect relationships involved and to anticipate the rest of
the story.
f). Ability to grasp the author’s plan
Authors organize the reading text starting with something he wants to say,
think out the order, sequence, relative importance, and interrelatedness of the
specific ideas they intend to convey, and plan their exposition accordingly. To
discover the author’s plan, the students pay attention to the clues which
sometimes material in bold type, marginal notes, subheading, and so on.
g). Ability in following printed direction
One of the most important uses for reading in everyday life is to find out how
to do things. Practice in reading and following directions is best provided in
relation to activities that students wish to carry out or skills which they want
h). Developments of critical reading ability
Here, the students are expected to guess what the author has to say which
sometimes it is not explicitly stated on a text, find out the main idea of a
paragraph, and distinguish between facts and opinions.
i). Ability in remembering what one has read
Here, the students are expected to be able to remember what have been read in
order the students can retell or can write what have been read according to
their comprehension about the text.
j). Ability in learning to locate information
The students should courage to find information which sometimes provided in
the index, encyclopedias, and so on.
k). Ability in reading maps, grasp, charts, and tables
The students are expected to read maps, grasp, charts, and tables to get the
understanding of a reading material.
l). Ability in outlining and summarizing
The more essential for the students in understanding the reading text is the
ability in making summarize and making outlining. So the students are
expected to do that when or after reading a text.
m). Development of interest in reading and read many varieties of reading text
Here, the students are expected to have the motivation to read many varieties
type of a reading text. It can improve their vocabulary, which affects their
As the conclusion of the statement, there are some ways to increase reading
comprehension that can be used by the teacher to increase the students’ ability in
reading comprehension. And some of the ways are used by the researcher in
conducting her research. In the research, the researcher uses vocabulary development,
and ability to select and answer the main idea. The researcher chooses some ways
because it can help the researcher to solve the students’ problems in SMA Negeri 1
Botomuzoi especially at the tenth grade in 2015/2016 in reading comprehension.
4) The Reading Comprehension Assessment
After the teacher teaches the students about reading, the step then s/he can do
is to assess the students’ reading ability. It is one way to measure the students’
understanding concerning the given material. As Cohen (1994: 211) defines that
there are some methods for testing reading comprehension, such as communicative
test, multiple choice test, short answer test, essay test, the cloze test, recall protocols,
the testing of vocabulary, and computer-based testing.
According to Djiwandono (2008:56), “Generally, subjective text can be
arranged in form (a) essay test, (b) wh-question text, (c) short answer question, and
(d) complement text.”
Questions normally fall into three through defined aspect as informed by
Nurgiyantoro (1986: 64), they are:
a). Linguistic question, it involves the style of language used such as grammatical and literature form.
c). General question, which refers to the questions’ range from personal to common matters, may use to ask someone’s experience; his job, his family, his and so on.
In summary, the researcher uses the comprehension questions to test the
comprehension degree of the students in reading by using WH-questions.
Djiwandono (2008: 116) says that WH-question are suitable to test the students when
they are asked to comprehend the words meaning in the text, to know the
arrangement of the paragraph organization, get the main idea of the paragraph, and
able to answer the questions explicitly stated in the text.
In addition, Djiwandono (2008:68) enhances that detailed of criteria in test
scoring by using WH-questions as described in Table 1:
The Table 1
THE SCORING CRITERIA of USING WH-QUESTIONS
No Criteria Description Score
1. The Content Accuracy The content is accurate 2
The content is less accurate 1
The content is inaccurate 0
2. The Clarity Organization The content organization is clear 2 The content organization is less
clear 1
The content organization is
unclear 0
In answering the questions, the students may give the different answers. So
the researcher gives the different score based on the students’ content accuracy and
students based on the indicator above. The content accuracy with the clarity
organization score revolves between (2+2) or 4, (2+1 or 1+2) or 3 (1+1) or 2, (1+0 or
0+1) or 1, and 0. So, the maximal score from each item wh-question is 4, and the low
score is 0.
The researcher formulates the students’ score above as follows:
Score = The content accuracy + the clarity organization
After getting the score above, the researcher accounts the total of the students’
score by suming up all the scores that the students’ get.
The formula as follows:
In evaluating the students’ ability in reading comprehension, the researcher
provides ten questions. To decide the students’ mark it is analyzed by counting the
correct answer score, the researcher will use the formula written by Cartier 1968;
Cziko 1983; Hudson and Lynch 1984; Bachman 1987 and Brown 1984a, 1988a,
1989a, 1990, 1993, 1995 in Brown (1996: 1-8) as follows:
Students' mark = x 100
After getting the students’ mark, the researcher decides the whole percentage
of the students’ ability by using a formula as Tuckman in Nurgiyantoro (1986: 345
347) as follows:
TP(%)= x 100
Which:
TP : The percentace degree.
FB : The amount of the frequency
N : The amound subject.
As Tuckman in Nurgiyantoro (1986: 363), classifies in some categories, the score
between 0%-39% is fail level, 40%-59% is less level, 60%-74% is enough level,
75%-84% is good level and 85-100 is very good level.
Based on the description above, the researcher uses the formula as the way to
know the students’ ability in reading comprehension especially in narrative text at the
tenth grade of SMA Negeri 1 Botomuzoi. The percentages of the students’
achievement level in reading comprehension will consider the Minimum Competence
Criterion (MCC) which is decided in SMA Negeri 1 Botomuzoi for reading skill. The
Minimum Competence Criterion is 70, so when the students get the score or more,
5) The Syllabus of Reading Skill at the Tenth Grade of SMA Negeri 1 Botomuzoi
In the syllabus of the tenth Grade of SMA Negeri 1 Botomuzoi the
competence standards in reading skill, asserts that the students comprehend and
respond the meaning of the short simple essay in the form of narrative, recount, and
procedure texts to interact with environs. Then, basic competence should be mastered
by the students is reading comprehension. It hopes the students comprehend the
content and the meaning of the short simple functional text in narrative, recount, and
procedure texts accurately, fluently, and acceptably with environs.
There are three text types which are learned by the students, they are narrative
text, recount text, and procedure texts. In other words, that the syllabus of SMA
Negeri 1 Botomuzoi hopes the students to be able to understand three of texts in their
daily activities.
1) Narrative Text
A narrative text is an imaginative story to entertain people. The kinds of narrative
text are may be folktale, fable, short story, legend and so on.
As Kane (2000: 363-364) says,
A narrative is a meaningful sequence of events told in words. It is sequential in that the events are ordered, not merely random. Sequence always involves an arrangement in time (and usually other arrangements as well).
Furthermore, Anderson and Anderson (2002: 26) point out that the narrative text
can be divided into four general components of understanding, they are:
Orientation-introducing about the characters and setting, Complication-introducing the crisis or problem arises, Resolution-Complication-introducing the crisis and how the problem is solved, both are also called plot, and Coda-introducing the moral value or message optional from the author.
A narrative text is organized by using generic structure. In generic structure the
stories are organized with the beginning of the story containing the setting,
characters, and character problems.
The middle of the narrative is organized around the plot. The plot includes a
series of episodes that are written by author to hold our attention and build excitement
as the story progresses. The plot contains an initiating event, the event that tells the
main character on the series of events to solve the problem. The excitement builds
until the climax, the high point in the story where the problem is solved. In the
research, the researcher is applied It Says, I Say, and So Strategy in increasing the
For Example:
The Fortune Teller
In the great city of Taipei, there lived a man called Lin and his wife. They had no children. Because of this, they were very unhappy. One day, they found a baby boy outside their door. He was wrapped in a blanket and crying. They took the baby into their house and called him Sau Ling. They loved him very much. When Sau Ling was a young man, a fortune-teller came to the house. "You must send your son away," he said. "One day he will become a thief and cause you a lot of trouble."Mr and Mrs Lin were very sad to hear this. They believed what the fortune-teller said. They gave Sau Ling some clothes and money and sent him away. Several years later, Sau Ling was having a meal in an inn several miles from Taipei. He put his bag on the floor near his table. After finishing his meal, he picked up his bag. "That's strange!" he thought, "It feels so heavy." He looked inside. It was full of small gold bars. Then he realized that someone had taken his bag by mistake and left another bag, in its place. That evening, a young man came to the inn, "Has anyone seen my bag?" he asked. Sau Ling was very honest. He returned the bag to him. The young man thanked him. "You are really very honest," he said, "I shall ask my father to give you a job." The young man's father was a rich merchant. He gave Sau Ling a good job. "But go home first," he said, "and take a holiday." Sau Ling returned to Taipei. Mr. and Mrs. Lin were delighted to see him again. The fortune-teller was also present. Sau Ling told them what had happened. The fortune-teller did not know what to say. He left the house without saying a word. Mr. and Mrs. Lin never believed in fortune-teller after that. Sau Ling took them to live with him and they were very happy and contented until the end of their lives.
Source: Developing English for Competencies for Senior High School Grade X, 2008
2) Recount Text
Recount text is the text that tells about an experience in which the writer was
personally involved. It lists and describes past experience by retelling events. It
presents the event chronologically (in order in which they happened). The purpose of
For example:
My Day
I had a terrible day yesterday. First, I woke up an hour late because my alarm clock didn't go off. Then, I was in such a hurry that I burned my hand when I was making breakfast. After breakfast, I got dressed so quickly that I forgot to wear socks. Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it. I wanted to take a taxi, but I didn't have enough money. Finally, I walked the three miles to my school only to discover that it was Sunday! I hope I never have a day as the one I had yesterday
Source: Ready to Write, 2003
3) Procedure text
The purpose procedural text is to tell the reader how to do or make something.
The information is presented in a logical sequence of events which is broken up into
small sequenced steps. These texts are usually written in the present tense. The most
common example of a procedural text is a recipe.
For example:
Nasi Lemak
Ingredients:
1 cup rice salt to taste salt to taste
3 screwpine leaves 1 grated coconut
Method:
First, clean the rice and drain. Then, squeeze out 2 cups of thick coconut milk with screw pine leaves. Add in salt. If you desire, you can also add in some sliced onions and ginger. Finally, serve this rice with sliced hard-boiled eggs, cucumber, and Sambal Ikan Bilis.
However, in the research, the researcher just teaches the students to increase
the students’ ability in reading comprehension especially in the narrative text.
2. It Says, I Say, and So Strategy
a. The Definition of It Says, I Say, and So Strategy
It says, I say and So Strategy is a strategy to be applied in teaching reading
because by using the strategy the teacher guides the students to find some information
and obtain meanings from the text. The strategy is designed to helps students in
enhancing their comprehension about reading text. The strategy will enrich the
knowledge of the students in making a conclusion or inference of what the text s/he
already read. According to Beers (2003), “An inference is the ability to connect what
the text with what is in the mind to create and educated guess”.
Furthermore, Beers (2003) says,
It Says, I Say, and So Strategy is a good example of a graphic organizer that allows students to visualize that can only answered by inference. Initially, students respond to a question that can only be answer by inference, even though the question is about the particular reading or text.
This statement above is supported by Zweirs (2004:102), “This strategy helps
students to look critically at the text and making inference.”
In conclusion, It Says, I Say, and So Strategy is the strategy that encourages
the students in making conclusion and create meaning by combining their own ideas
According to Guzzardo (2005:23),” It Says I Say and So is a strategy that
helps students organize their thoughts, existing knowledge and prior knowledge to
make inference”. On the other hand that where the prior knowledge is connected with
existing knowledge to collaborate information into a conception which can lead the
students to comprehension. The new information or knowledge is checked by
answering the question which relates toward new information or knowledge, if the
new information or knowledge can be answered based on students’ opinion, so the
new one can be saved in long term memory.
In addition, Houts (2008:102) avers,
The strategy helps students to understand and creates meaning in drawing conclusion from text. It can provide an opportunity for the students to make connection between their knowledge and the text content.
As the conclusion, the strategy asks the students to correlate their background
knowledge with the information that they find in the text. Then, their reaction toward
the information that they find in the text is created to draw conclusions.
b. The Steps of It Says, I Say, and So Strategy
According to Zweirs (2004:102) It Says, I Say, and So Strategy has some
steps as follows:
1) The teacher introduces this strategy using a familiar story. 2) Teacher provides students with a copy of the strategy.
3) The teacher provides the possible questions based on the topic to be read. 4) The teacher asks questions and the students seek the answer in the text. 5) The teacher divides students to work in groups as they learn the strategy.
7) The teacher asks students to complete I Say questions and invite students’ response to I Say.
8) The teacher asks students to complete and So questions and invite students response to And So.
Additionally, Beers (2003) states the four steps of the strategy as follows:
1) The students have to find out what the reading says
2) The students find the information from the text that will help answer the question
3) The students add, in their own words, their thoughts about what reading says. 4) Finally, the students combine what the reading say and their thoughts to answer
the question and thus create new meaning.
Then, Billmeyer and Barton say, there are four steps to implement It Says, I
Say, and So Strategy they are:
1) Students find section in the reading that relate to the question.
2) Students summarize the related information in the “It Says” coloumn.
3) Students write out their own thinking that builds on the portion that they are summarized. This goes in the “I Say” column.
4) Students draw conclusion that proposes to answer the question.
Based on the procedures according to the experts, the researcher applies such as
below:
1) The researcher distributes the short story (The Tiger Who Would be King) to
the students.
2) The researcher asks the students to read a story.
3) The researcher makes four columns.
4) The researcher provides the possible questions based on the topic to be read and
put in the first column, It Says in the second column, I Say in the third column,
and So in the fourth column.
6) The researcher gives the paper of It Says, I Say, and So strategy to the students.
7) The researcher asks students to read the questions in the first column and after
that, students answer each questions in I Say column. The students answer the
questions in column I Say by using their own opinions.
8) Then, the researcher asks the students to complete It Says column and the
students fill It Says column by find the information in the text.
9) The researcher guides the students to discuss their questions (I Say) column and
compare them with the true answers in the text (It Says).
10) Based on the two columns (It Says and I Say) the researcher and the students
conclude the answer and put the conclusion in the So column.
11) The researcher guides the students the discussions with the structure of
narrative.
c. The Advantages and Disadvantages of It Says, I Say, and So Strategy
According to Buehl (2009:50), there are two advantages of It Says, I Say and
So Strategy. They are: “1) Students are provided with visual cues to get meaning.
2) Students verbalize their understandings as they sum up
what they have gained from their reading”.
In addition Beers (2003) says, there are three advantages of It Says, I Say, and
So Strategy. They are:
1) The thinking processes required to infer are made visible for students.
3) Teachers can “see” student thinking and determine strengths and next steps.
Besides the advantages there are some disadvantages of It Says, I Say, and So
Strategy, they are:
1) The student will get the difficulty to answer the questions and fill the charts of It Says, I Say and So chart if they do not have background knowledge about the material or story.
2) Some students will get the difficulty to comprehend the main idea and supporting details of the text and connected what is in the text to their prior knowledge. 3) It needs much time.
In conclusion, It Says, I Say, and So Strategy is the strategy that provides a
visual cues to help the students organize their thoughts as they connect what is in the
text to their prior knowledge. The strategy is one way that makes the students activate
and more enjoyable in the teaching-learning process.
In applying the strategy, all of students have opportunity to respond
statements which can help them to understand the reading text. Eventhough, It Says, I
Say, and So Strategy has disadvantages such as, few of the students in SMA Negeri 1
Botomuzoi especially at the tenth grade still did not know how to comprehend the
story of the narrative text that the researcher taught, they could not answer the
questions because they did not know how to arrange the answer by differentiate
implicit and explicit information state in the text and some of them did not care what
was instructed by that the researcher. But in other side there are some advantages,
when the researcher applied the strategy such as, many students liked and interested
in read the story of narrative text, and many of them gave the opinions based on the
kinds of the strategy that is interesting and fun to apply it in classroom because it
makes the students more active and thinking deeply how to comprehend a text, and if
the students do it many times it can enrich the students knowledge how to answer the
questions and make the conclusion based on the text they have already read. In the
research, the researcher applies it to increase the students’ ability in reading
comprehension. So, to anticipate disadvantages, the researcher managed time well in
teaching students, and guided them how to answer and fill each columns especially in
column “I Say”. The researcher guided them to answer by providing an example.
d. The Relationship between It Says, I Say, and So Strategy and Reading Comprehension
According to Houts (2008:102),
The strategy of It Says, I Say, and So strategy, helps students to understand and creates meaning in drawing conclusion from text. It can provide an opportunity for the students to make connection between their knowledge and the text content. This strategy asks students to correlate their background knowledge with the information that they find in the text. Then, their reaction toward the information that they find in the text will be created to make conclusion.
So, the strategy of It Says, I Say, and So Strategy is appropriate in increasing
the students’ ability in reading comprehension, because the strategy guides the
students to find some information and obtain meanings from the text. Then, it makes
the students understand the main idea, as well as detailed information, from the text
and also make an inference or conclusion related to the text they read. This strategy
questions that are related to the text what they have already read about the text. Then
they compare with their own thinking to make an inference or conclusion. By doing
this, it can help the students to comprehend the text more.
B. The Latest Related Research
The latest related research is searched by Ningsih (2010) entitled, “The Effect
of It Says, I Say, and So Strategy towards Students’ Reading Comprehension at the
Eighth Grade of SMP Bhayangkari Sungai Raya in 2010/2011.”In her research the
researcher used true-experimental research as the research. The researcher used two
classes they were control class and experimental class. In class experimental the
researcher applied Question-Answer Relationship Strategy.
In the research the researcher wanted to know It Says I Say and So strategy
there was any significant effect of It says I say and So Strategy toward students’
reading comprehension or not. Population of the research was 112 students of eighth
grade at SMP Bhayangkari Sungai Raya in academic year 2010/2011. That consist of
four classes namely, VIII 1, VIII 2. VIII 3, VIII 4. The sample was taken by using
homogeneity and normality test and the researcher selected VIII 3 as experimental
class and VIII 4 as control class.
The instrument of the research was reading test (narrative and recount text).
The result of the research after gave the test the researcher got the mean score for the
experimental class was 30.57 with variance 11.8 and the mean score for the control
After the researcher did test, the researcher found the value of t-test 4.05 was
higher than t-table 2.02 with the degree of freedom was 54 and level of significant
was 0.05. Finally, the result of the research proved that there was significant effect of
It Says, I Say, and So Strategy toward student’s Reading Comprhension at the Eighth
Grade of SMP Bhayangkari Sungai Raya in 2010/2011. Based on the data analysis,
the result of the research proved that there was a significant effect of It Says I Say and
So Strategy toward students’ reading comprehension.
The conclusion is, the strategy used by Ningsih is successful and it helps the
students to comprehend the text easily, because after read the text the researcher asks
the students to comprehend the text by answering some questions. In answer the
questions the students find the answer from the text, then answer the question also by
using their own opinion, and the last, the research asks them to compare what they
have answer in column It Says, and I Say column by making a conclusion or
inferences and the students’ mark was higher by using It Says, I Say, and So Strategy.
Based on the theories above, it is clear Ningsih’s research has a relationship
C. Conceptual Framework
In teaching-learning process, strategy is very important in teaching students.
Strategy of the teacher is able to help the students to understand the material well.
Based on the syllabus of KTSP 2006 in SMA Negeri 1 Botomuzoi, the students are
expected to comprehending the meaning of the short and simple essay in recount,
procedure, and narrative text to interact with the environment, and the MCC that the
students should be achieved in studying reading skill is 70. But in the reality, the
students cannot achieve these expectations because there are some problems that
affect the students’ ability in reading comprehension. Therefore, strategy is also as a
tool in teaching for success. In the teaching reading process the researcher should be
able to apply many strategies to improve the students’ ability to comprehend reading
texts and to make the teaching-learning process are really interesting. In this case, the
researcher uses It Says, I Say, and So Strategy by using the strategy the teacher
guides the students to find some information and obtain meanings from the text. The
strategy is designed to helps students in enhancing their comprehension about reading
text. The strategy enriches the knowledge of the students in making a conclusion or
inference of what the text s/he already read. In order that teaching reading more
interesting and enjoyable for students. So that the target of the researchers’ purpose to
increase the students’ comprehension achieved.
The researcher conducts the reseach in two cycle and four meetings. The first, the
researcher prepares a particular the material (Narrative text) explains about It Says, I
Says, I Say, and So columns, the students draw conclusion based on the students
answer in It Says, and I Say columns, the students read their conclusion and the last,
the researcher measures or analyzes how the evaluation paper students’ ability in
reading comprehension. To make it clearly defined, on the next page the researcher
The researcher makes a figure to describe the content of the research as
follows:
R RESEARCHER
The urgent problems in reading comprehension: 1. The students are lack of
comprehending the narrative vocabulary. 2. The students are unable to
identify the generic structure of narrative text. 3. The students are unable to
identify the linguistics features of narrative text. 4. The students are unable to
conclude the idea of the narrative text.
5. The students are unable to differentiate implicit and explicit information from the narrative text
The Syllabus of Reading Skill at the Eighth Grade of SMA Negeri 1 Botomuzoi
The MCC could not be achieved
Reading Comprehension
Narrative Text
It Says, I Say, and So Strategy 1. The students read the text. 2. The students fill It Says, I Say,
and So columns.
3. The students draw conclusion based on the students’ answer in It Says, and I Say columns.
4. The students read their conclusion.
Test
WH-Questions
The Result of Students’ Ability in Reading Comprehension
