THE APPLICATION OF OKRE (Overview, Key Ideas, Reviewing, and Evaluation) IN IMPROVING STUDENTS’ READING COMPREHENSION AT
SMK MUHAMMADIYAH 2 BONTOALA MAKASSAR
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Part Fulfillment
of the Requirement for the Degree of Education in English Department
MIDAYANI 10535 5412 13
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY
2020
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NIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
ـــيحرلا نمـحرلا هـللا مــــــسب
SURAT PERNYATAAN
Saya yang bertanda tangan dibawah ini:
Nama : MIDAYANI
NIM : 10535 5412 13
Jurusan : Pendidikan BahasaInggris
JudulSkripsi: The Application of OKRE (Overview, Key Ideas, Reviewing and Evaluation) In Improving Reading Comprehension At SMK Muhammadiyah 2 Bontoala Makassar
Denganinimenyatakan:
Skripsi yang saya ajukan didepan tim penguji adalah hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar benarnya dan bersediamen erima sanksi apabila pernyataan saya tidak benar.
Makassar,Mei2019 Yang Membuat Pernyataan
MIDAYANI
Jalan Sultan Alauddin No. 259Makassar Telp : 0411-860837/860132 (Fax) Email : [email protected] Web : www.fkip.unismuh.ac.id
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TerakreditasiInstitusi BAN-PT
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
رلا نمـحرلا هـللا مــــــسب SURAT PERJANJIAN Saya yang bertanda tangan dibawah ini:
Nama : MIDAYANI
NIM : 10535 5412 13
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi: The Application of OKRE (Overview, Key Ideas, Reviewing and Evaluation) In Improving Students’ Reading Comprehension At SMK Muhammadiyah 2 Bontoala Makassar
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya menyusun sendiri (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan pembimbing
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, 3 maka saya bersedia menerima sanksi sesuai aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar,Mei 2019 Yang Membuat Perjanjian
MIDAYANI
Jalan Sultan Alauddin No. 259Makassar Telp : 0411-860837/860132 (Fax) Email : [email protected] Web : www.fkip.unismuh.ac.id
vi MOTTOS
“Life is a Competition, if You Win Then be Grateful and if You Lose Then Do Not Ever Despair”
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DEDICATION
In the name of Allah, I dedicated my thesis to My Beloved Parents, Konang (Alm) and Jasmia My BelovedBrother and My Beloved Sisters
viii ABSTRACT
MIDAYANI, 2019. The Application of OKRE (Overview, Key Ideas, Reviewing and Evaluation) In Improving Students’ Reading Comprehension At SMK Muhammadiyah 2 Bontoala Makassar Under the thesis of English Education Department at Faculty of Teachers Training and Education of Makassar Muhammadiyah of University (guided by St. Asriati AM and Eka Prabawati Rum)
There are some students’ problem in learning reading that make students difficult in learning reading. Therefore, the teacher needs teaching strategy which that can cover all the problems and the teachers are demanded to create some strategies or activities which can explore the students’ reading skill. One of the activities that can be used to teach reading is OKRE Method.
This research aimed to find out the influence of OKRE Method on students reading comprehension that focus on level of literal and interpretative of comprehension. The researcher applied pre-experimental method with one group pre- test and post-test. The sample of this research was class XI Accounting of SMK Muhammadiyah 2 Bontoala Makassar which consisted of 30 students. The sample was taken by using purposive sampling method. The research findings showed that the tenth grade of Accounting SMK Muhammadiyah 2 Bontoala Makassar had Fair score in pre-test. After given treatment their reading comprehension was significantly improved.
The result of the research were the mean score of pre - test in Literal (main Idea) score of pretest was 58.6 and post-test was 86.56 . In sequence of detail the score of pretest was 56.4 and post-test was 92.6 with t-test value Literal is greater than t-table (13.26 > 2.45). Mean score of interpretative in pre - test was 63.63 and post-test was 82 with the t-test value is greater that t-table (8.34 >2.45). The result of calculating t-test of the indicators in the students’ t-test (Literal and Interpretative) was greater than t-table 21.60 > 2.45. it means that there was significance different between before and after giving the treatment. It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It was concluded that the use of OKRE Influence the students’ reading comprehension.
Based the explanation above it can be concluded that using OKRE Method is influence and improve students’ reading comprehension especially in literal and interpretative levels. Therefore, teaching reading comprehension of narrative text by using OKRE Method is effective.
Keywords: Overview, Key Ideas, Reviewing and Evaluation (OKRE), Narrative text, Reading Comprehension, literal and Interpretative reading.
ix ABSTRAK
MIDAYANI, 2020. Penerapan OKRE (Overview, Key Ideas, Reviewing and Evaluation) Dalam Meningkatkan Pemahaman Membaca Siswa Di SMK Muhammadiyah 2 Bontoala Makassar Skripsi Jurusan Pendidikan Bahasa Inggris di Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar ( dibimbing oleh St. Asriati AM dan Eka Prabawati Rum)
Ada beberapa kendala siswa dalam pembelajaran membaca yang membuat siswa kesulitan dalam belajar membaca. Oleh karena itu, guru membutuhkan strategi pengajaran yang dapat menjawab semua permasalahan dan guru dituntut untuk membuat beberapa strategi atau kegiatan yang dapat menggali keterampilan membaca siswa. Salah satu kegiatan yang dapat digunakan untuk mengajar membaca adalah Metode OKRE.
Penelitian ini bertujuan untuk mengetahui pengaruh Metode OKRE terhadap pemahaman bacaan siswa yang berfokus pada tingkat pemahaman literal dan interpretatif. Peneliti menerapkan metode pra-eksperimental dengan one group pre- test dan post-test. Sampel penelitian ini adalah siswa kelas XI Akuntansi SMK Muhammadiyah 2 Bontoala Makassar yang berjumlah 30 siswa. Pengambilan sampel dilakukan dengan menggunakan metode purposive sampling. Hasil penelitian menunjukkan bahwa siswa kelas X Akuntansi SMK Muhammadiyah 2 Bontoala Makassar memiliki nilai Pre-test Cukup Baik. Setelah diberikan perawatan, pemahaman bacaan mereka meningkat secara signifikan.
Hasil dari penelitian ini adalah rata-rata nilai pretes literal (gagasan utama) pretest 58,6 dan postes 86,56. Secara berurutan nilai pretest 56,4 dan posttest 92,6 dengan nilai t-test Literal lebih besar dari t-tabel (13,26> 2,45). Rata-rata skor interpretatif pada pre-test 63,63 dan post-test 82 dengan nilai t-test lebih besar dari t- tabel (8,34> 2,45). Hasil penghitungan uji-t indikator pada uji-t siswa (literal dan interpretatif) lebih besar dari t-tabel 21,60> 2,45. Artinya ada perbedaan yang signifikan antara sebelum dan sesudah pemberian perlakuan. Hal tersebut menunjukkan bahwa hipotesis alternatif (H1) diterima dan hipotesis nol (H0) ditolak.
Disimpulkan bahwa penggunaan OKRE mempengaruhi pemahaman bacaan siswa. Berdasarkan uraian di atas dapat disimpulkan bahwa penggunaan Metode OKRE berpengaruh dan meningkatkan pemahaman bacaan siswa terutama pada tataran literal dan interpretatif. Oleh karena itu, pengajaran pemahaman bacaan teks naratif dengan menggunakan Metode OKRE efektif.
Kata Kunci: Gambaran Umum, Ide Kunci, Reviewing and Evaluation (OKRE), Teks Naratif, Pemahaman Membaca, Bacaan Literal dan Interpretatif.
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ACKNOWLEDGMENT
In the name of ALLAH, the Beneficent, the Merciful
AlhamdulillahiRabbilAlamin, the researcher expresses her sincere gratitude to the almighly God, Allah SWT, who has given guidance, mercy, and good health, so that she could finish writing this thesis. Shalawat and salam are addressed to the final chosen religious messenger, the Prophet Muhammad SAW who has changed the human life.
The researcher realizes that many hands had given their helps and useful suggestion for the completion of this thesis. Without the assistance of these people, this thesis would never have existed. Therefore, the writer would like to express her appreciation and sincere thanks to all of them particularly:
1. My highest appreciation and deepest thankfulness to my beloved parents Konang(Alm) and Jasmia for helped, financial, motivation and sacrifice for researcher and their who always pray to Allah SWT for his successed in his study.
2. Prof. Dr. H. Ambo Asse, M.Ag., the Rector of the Makassar Muhammadiyah University for his advices during the Researcher studies at the University.
3. Erwin Akib, M.Pd., Ph.D, the Dean of FKIP UNISMUH Makassar for all advices and motivation.
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4. Ummi Khaerati Syam, S. Pd., M.Pd. the Head of English Education Department of FKIP UNISMUH Makassar, who gave her valuable authorities and suggestion in doing this thesis.
5. My high appreciation and great thankfulness to Dr. St. Asriati AM., M.Hum.
as my first consultant and Eka Prabawati Rum., S.Pd.,M.Pd the second consultant who have given their valuable time and guidance to finish this thesis.
6. My heartful thank to all lecturers of the FKIP UNISMUH especially to the lecturers of English Department and all staff of Muhammadiyah University of Makassar for their guidance during the years of the Researcher’s study.
7. The deep appreciation for all the teacher of SMK Muhammadiyah 2 Bontoala Makassarand the students especially for the students of class Accounting XI who have spared their time and activities for being subject of this research.
8. Many thanks are also addressed to her friends in English Education Department 2013, especially her classmates in class bee, Gulbudin Hetmatiar,Riska, Cici Musyahrafa, Nurwahyuni Syarif, Rustiani and Muhammad Hamdi for the wonderful friendships and the beautiful moments that have been through together.
9. Forall everybody that could not be mentioned one by one, thanks for their invaluable help, support, and suggestion.
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May Allah S.W.T. the almighty God bless them all for their help and their contribution.Finally, the researcher realizes that this thesisis still far from being perfect, so she hopes then critics and suggestions to improve it to be better.
Makassar, 24 Mei 2019 The researcher
MIDAYANI
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TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL SHEET ... ii
COUNSELING SHEET ... iii
SURAT PERNYATAAN ... iv
SURAT PERJANJIAN ... v
MOTTO ... vi
DEDICATION ... vii
ABSTRACT ... vii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... x
LIST OF TABLE ... xi
LIST OF FIGURE ... xii
LIST OF APPENDICES ... xiii
CHAPTER 1 INTRODUCTION A. Background of the Research………... 1
B. Problem Statement………. 4
C. Objectives of the Research………. 5
D. Significance of the Research………... 5
E. Scope of the Research……… 5
CHAPTER II REVIEW OF THE RELATED LITARATURE A. Previous Research Findings………. 6
B. What is Reading………7
C. The Reading Principle………... 10
D. Process of Reading………...11
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E. Reading Technique……… 12
F. Types of Reading……….. 16
G. The Concept of OKRE Method……… 19
H. The Application of OKRE (Overview, Key ideas, Reviewing and Evaluation) Method………. 24
I. Advantages and Disadvantages OKRE Method……….. 28
J. Theoretical Framework……… 29
CHAPTERIII METHOD OF THE RESEARCH A. Research Design………... 30
1. Pre–Test……….. 32
2. Treatment……….. 33
3. Post – Test………. 34
B. Research Variable and indicators……… 34
1. Variables………..34
2. Indicators………. 34
C. Population and Sample……… 35
1. Population……… 35
2. Sample………. 35
D. Instrument of The Research………... 35
1. Reading Test……… 36
E. The Procedures of Collecting Data……….. 36
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1. Pre – Test………. 36 2. Post – Test……… 37 F. Technique of Data Analysis………. 37 CHAPTER IV.FINDING AND DISCUSSION
A. Findings……… 41 1. The Improvement of the Students’ Literal Reading Comprehension
Using OKRE(Overview, Key Ideas, Reviewing and Evaluation) In Term of Main Idea and Sequence of Details………. 42 2. The Improvement of the Students’ Interpretive Reading Comprehension
OKRE (Overview, Key Ideas, Reviewing and Evaluation) In Terms of Conclusion……… 45 3. The Improvement of the Students’ Reading Comprehension Using
OKRE method In Literal and Interpretive………... 48 4. The Percentage of the Students’ Achievement in Literal and Interpretive
Reading Comprehension Using OKRE(Overview, Key Ideas, Reviewing and Evaluation) method……… 50 5. Hypothesis Testing………... 54 B. Discussion……….... 56
a. The students’ reading comprehension before OKRE (Overview, Key Ideas, Reviewing and Evaluation) method in teaching reading 56 b. The students’ reading comprehension after using OKRE (Overview,
Key Ideas, Reviewing and Evaluation) in teaching reading….. 57
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c. The Difference of the students’ reading comprehension before and after OKRE (Overview, Key Ideas, Reviewing and Evaluation) method 57 d. Research Contribution………. 58 CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion……… 60 B. Suggestion……… 61
BIBLIOGRAPHY APPENDICES
CURRICULUM VITAE
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LIST OF TABLE Table.3.1 Rubric for the main idea
Table.3.2 Rubric for the Sequence of Details Table.3.3 Rubric for the Rubric for Conclusion Table.3.4 Classification the Score of Students
Table.4.1TheMean Score of Students’ Reading Comprehension in Term of Literal
Table.4.2 classification score in pre - test and post - test (Main Idea and Sequence of Detail)
Table.4.3 The Mean Score of Students’ Reading Comprehension in Term of Interpretive
Table.4.4 The classification score in pre - test and post - test (making conclusion) Table.4.5The Mean Score of Students’ Reading Comprehension
Table.4.6The Percentage of Students’ Reading Achievement in Literal Table.4.7The Percentage of Students’ Reading Achievement in Interpretive Table 4.8The Percentageof Students Achievement inReading Comprehension Table.4.9The Comperison of T-test and T-table Score of the Students Reading Comprehension
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LIST OF FIGURE Figure 2.1: TheoreticalFramework
Figure 4.1: The Improvement of Students’ Score in Literal Reading Comprehension
Figure 4.2: The Improvement of Students’ Score in interpretive Reading Figure 4.3: The Improvement of Students’ Score in Reading Comprehension
xix APPENDIX A A.1. LESSON PLAN
A.2. TEACHING MATERIALS A.3. PRE TEST AND POST TEST A.4. DOCUMENTATION
xx APPENDIX B B.1.The List Name of Students
B.2.The Raw Score of Students’ Reading Comprehension B.3.The Classification score of reading comprehension
B.4.The Raw Score of Students’ Reading Comprehension in Literal B.5.The Raw Score of Students’ Reading Comprehension in Literal
B.6.The Raw Score of Students’ Reading Comprehension in Interpretative B.7.The Classification Score of Literal
B.8.The Classification Score of Interpretative
B.9. Calculating the mean score of the students’ achievement B.10.ThePercentage of student improvement
B.11.Test Significant different between the pretest and posttest reading comprehension
B.12. Test Significant different between the pretest and posttest literal (Main Idea) comprehension
B.13. Test Significant different between the pretest and posttest Literal (Sequence Detail) comprehension
B.14. Test Significant different between the pretest and posttest Interpretative (making conclusion) comprehension.
B.15. Table Distribution of T-Value
1 A. Background of the Research
Language is social aspect of human life, a fundamental part of human in society and a form of behavior. One of the functions of language is as an instrument of communication. Beside to maintain relationship with others, it is also considered a symbol of social identify and an emblem of social group membership and solidarity. Without using language, it is hard to imagine how people can cooperate with one another. Communication can be analyzed in term of the person involved and the social context, as well as the language use. As an international language, English is very important and has many interrelationship with various aspects of life owned by human being.
In Indonesia, English considered as the first foreign language and taught formally from junior high school up to the university level. Considering to the important of English, the teacher must give more attention to the teaching and learning process in order to the students are able to communicate using the target language in oral and written forms accurately and fluently. In learning English, there are four skills that must be mastered students are: writing, listening, reading, and speaking. Those are an important basic point in learning English. If someone was able to mastered and be able to practice all the four skills in the field well.
Reading is an activity analyze, and interpret conducted by the reader to get a message to be delivered by the author in writing media. Itself reading is the ability to anticipate the meaning of the lines in the text. The activity read not only the mechanical activity, but rather an intention to capture the activity of groups of words that carry meaning. In addition, reading is a skill development, ranging from skills to understand the words, sentences, paragraphs in reading through a critical and evaluative understand the overall content of reading.
At lower secondary school reading has been taught as one of the compulsory subject and even up to the university. That students are expect to be able to get skill in reading so that they will be easy to conceiving the reading task but in the reality at the school many problems turn up such as teacher can’t us suitable method, technique and material in teaching reading so students can’t get good information of the text.
If the problem is unchanged without any solutions which is arise many impacts, as short – term impact which are students will find hard to answer exam questions as well as possible, they are difficult to follow the lesson in the class and the long – term impacts will result in the future effect as they will find hard to get job feasible.English teacher is necessary to develop their teaching techniques because they can influence the students success.
Therefore, the English teacher must select the suitable method, technique and materials to teach.
However, based on the observation and interview with English teachers at SMK Muhammadiyah 2 Bontoala Makassar, there are some problems that he found in teaching reading in the classroom. The first, the students' ability to understand the reading is very low. Students have difficulties in reading and finding the meaning of the reading. The result in students achievement in the reading skill becomes decreased and even worse. The second, the students are difficult in answer the reading test. They don’t understand the meaning and the purposes of the text. Teachers usually answer their own questions given to students and do not give students the opportunity to search for difficult vocabulary in the dictionary, so it cannot increase students’ reading comprehension. Moreover, the students are lack of opportunity to practice, and some teacher are hardly to choose and create teaching techniques, teaching activities, and creative strategy in teaching reading. The last, environmental and family factors also influence such as, they came from village, and they only get English teaching in school.
As the problem to students, OKRE(Overview, Key ideas, Reviewing and Evaluation) is one method that was used to teach reading. OKRE(Overview, Key ideas, Reviewing and Evaluation) method is one of the teaching methods develop by Walker P. direction of Reading Study after from Cornell
University. OKRE(Overview, Key ideas, Reviewing and Evaluation) method is abbreviation from Overview, Key ideas, Reviewing and Evaluation method.
By using this method is very effective because this methods support all of aspect in reading such as finding main idea easy to know information in the reading task. Related to the statement before the researcher hopes that OKRE(Overview, Key ideas, Reviewing and Evaluation) method can help the students to get higher achievement in learning English especially in reading comprehension. In this research, the students were given some reading materials in improving their reading comprehension ability.
Referring, to considered above, the researcher is interested in conducting a researcher under the title “Improving Reading Comprehension Using OKRE(Overview, Key Ideas, Reviewing and Evaluation) Method at SMK Muhammadiyah 2 Bontoala Makassar”
B. Problem Statement
Related to the background above, the researcher formulated the following researcher questioned:
1. Does OKRE method improve students reading comprehension in term of literal?
2. Does OKRE method improve students reading comprehension in term of interpretative?
C. Objectives of the Research
Based on the research problem above, the objective of the research is formulated as follows:
1. To know whether or not the used of to OKRE method improve students reading comprehension in term of literal.
2. To know whether or not the used of to OKRE method improve students reading comprehension in term of interpretative.
D. Significance of the Research
The result of the research is expected to give meaningful contribution for teacher and student of SMK Muhammadiyah 2 Bontoala Makassar. The teacher can implement this method in learning process, particular in developing students reading comprehension. And for the readers the result of the research was helpful information, especially for the students and English teachers.
E. Scope of the Research
This research was limited to the influential of OKRE method towards the students’
reading Comprehension. In this research, prediction and skimming activity that was used to find the influences on students reading comprehension. This research was focus on the students’ reading comprehension at the level of literal (Main Idea and
Sequence Detail) and interpretative (Making Conclusion) comprehension at the second year students at SMK Muhammadiyah 2 Bontoala Makassar
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REVIEW OF RELATED LITERATURE A. Previous Research Findings
Many researchers have reported to expose the influence or used of OKRE method in learning English make the teaching and learning process more effective some of researchers are related concisely below:
Eva (2009) in her research under the title "Implementing OKRR (Overview, Key Ideas, Read, Review) in Teaching Reading's Strategy to Improve the Students' Reading Comprehension" she concluded that in the last cycle, the OKRR strategy procedures were as follows: (1) glimpse text (to find reading ideas), (2) write down reading ideas, (3) read text (to make three questions based on text entries), and (4) read the text carefully to find answers to other group questions). Based on the results of the study, by applying the OKRR strategy, students become more active, their reading comprehension skills increase, and their average reading speed is twice as high as before the implementation of the strategy, from 60 to 100.
Jumiati (2013) in her research under the title “The Application of OKRE (Overview, Key Ideas, Reviewing and Evaluation)” this research is an experiment. The result of the data analysis in the pre – test and post – test show that the T – test value was 40.94 and the table value was 2.024, meaning
that the T – test value was better than T – table or ( 40.94> 2.024). it shows that students’ ability to understand reading text increases. This indicates that there are significant differences between pre – test and post – test. It can be conclude that the use of the OKRE method can improve students’ reading comprehension.
Based on the findings above, the researcher was concluded that the students must have a chance used the OKRE method in learning English especially in reading comprehension.The similarity of the previous researchers is to obtain data analysis - using pre-test and post-test together then using pre-experimental methods and can improve students' reading comprehension. The students’ reading motivation and comprehension was increased. Therefore, to sum up the use of OKRE method have any influence on the students’ reading Comprehension at the level Literal and interpretative students’ reading comprehension.
B. What is Reading
There are reading definition are given by some people, which relate the similar meaning.
Thinker in Nanna (2006: 12) states that reading comprehension is not just reading with a loud voices but also to establish and understand the meaning of words, sentences and paragraph sense the relationship among the ideas. As it
is if a student just read loudly, but can’t understand the content of the passages, it means he she fails in comprehending the passage.
Heilman (2009: 6) sates that reading is a complex activity that involves both perception and thought. It consists of two related processes word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language.
Comprehension is the process of making sense of words, sentences and connected test.
Marksheffel in Nanna (2006: 13) state that reading is high complex, purposeful, thinking process engaged in by entire organism in while acquiring knowledge, involving news ideas, solving problem, or relaxing and reputation through the interpretation of printed symbols. Reading is process of a putting a reader of primary a cognitive process, which mean that the brain does most of the work. It is also skill that must be developed by practicing extensively and continually.
Comprehension as it is currently viewed as a process by which reader construct by interacting with the text (Anderson, 2003: 25). The understanding a reader achieves during reading comes from the accumulated experience of the reader, experiences that are triggered as the reader decodes the author, words, sentences, paragraph and ideas.
Niles (2001 : 60 ) defines comprehension as a process of integrating new sentences with antecedent information in extra essential structure. Form the definition above, the researcher can conclude that comprehension is understood of the content and the idea of that passaged, knowing what the author wants to tell their readers. Based on the definition before, researcher concluded that reading is a process a getting messages from the written text. It means extract the information from the text as efficiently as possible.
Whilhelm in Rusdi (2005: 46) stated reading comprehension is define as understanding written that is read, or the process of constructing meaning from writing material. This process is often complex and can be difficult for some people, especially people with a specific learning disability or intellectual impairment, the main strategies used in understanding written material includes :
a. Applying the information being read to previous knowledge to gain understanding.
b. Checking understanding as progressing through the text rather than just reading.
c. Clarifying information where needed.
d. Visualizing what is happening in the text to create a picture of context.
e. Identifying word and sentences meaning or decoding the text.
Questioning written material by using existing knowledge to predict meaning.
Those are some definition of reading comprehension which has been proposed by some experts. Alexander (2000: 37) defined reading comprehension as interaction between thought and language.
Smith (2002: 59) define that reading comprehension means the understanding utilizing of information and gained through and interaction between reader and author and reader in which the written language becomes the medium.
According to Smith and Robinson (2002: 124 – 245) reading comprehension depends on many factors:
1. The reader’s ability to attend the printed idea;
2. The reader’s background knowledge to which new information must be added;
3. The quality to lucidity writing itself;
4. The reader’s purpose of goal in reading material.
Finally, Hughes (2007) Stated that reading is a complex interaction between the text, the reader and the purposes for reading, which are shaped by the reader’s prior knowledge and experiences, the reader’s knowledge
about reading and writing language and the reader’s language community which is culturally and socially situated.
C. The Reading Principle
Burn in Nanna (2006: 12) state twelve principles of teaching reading as follows:
1. Reading is a complex act with many factors that must be considered.
2. Reading is the interpretation of the meaning of printer symbols.
3. There is no correct way to teach reading.
4. Learning to read is continuant process.
5. Students should be thought word recognition skill that will allow them to unlock the pronunciation and meaning familiar words independently.
6. The teacher should diagnose each students reading ability and use the diagnosis as a basic for planning instruction.
7. Reading and the other language arts are closely interrelated.
8. Reading is integral part of all content are instruction with the education program.
9. The students need to see why reading is important.
10. Enjoyment of reading should be considered of prime importance.
11. Readiness for reading should be considered of all of instruction.
12. Reading should be though in a way allows child to experience success.
From the twelve applying principles of learning to read required both teacher and students how to apply them either in the classroom or out of the class.
D. Process of Reading
Wood in Lyznayanti (2005: 10) the process of reading covers the three processes that is
1. Reading is a very complex process.
2. Reading is a purposeful process.
3. Reading is a thinking process.
Gray in Fatmawati (2009: 12) identifies four reading process there are:
1. Perception is the ability to pronounce the word as a meaningful unit.
2. Comprehension is the ability to make individual words construct useful ideas as they are read in context.
3. Reaction is judgments action a feel about what the author has said.
4. Integration is the ability assimilates the ideas or concept into one’s background experience.
E. Reading Technique
Besides language competence, reading technique is also important to be able to understand reading material. Otherwise, if students’ read without any technique, may day not find what they want from their reading. Therefore, students who have determined what they expect to gain from their reading should select a reading technique which best suits their particular purpose.
These reading necessities are thought to help to improve the students reading ability. Darussalam (2004: 22) says that students should know some reading technique that they need for they collage work, they should be sure that suitable technique are us to facilitate their rapid understanding of the reading materials. Here are two reading technique presented:
1. Skimming
Skimming means reading fast to get ‘gist’ or the topic of the reading material (Anderson 2003: 10). Skimming is used to quickly identify the main ideas of a text. When you read newspaper, you’re probably not reading it word by word, instead you’re scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limit amount of time. Use skimming when you want to see if an article may be of interest in your research.
a. How to Skim
In skimming, our overall purpose should be to read only those parts of an article or selection that contains the most important and skip what is least important. The basic task of skimming then is to identify those parts of any reading material that contain the main ideas. The type of material the students are reading will, in part determine how the students should adapt reading techniques.
b. General guide of skimming
The title often announces the subject of the material and provides clues about the authors approach or attitude toward the subject.
The subtitle or introductory by line, some types of material include a statement underneath the title that further explain the title or is written to catch the reader’s interest.
The introductory paragraph often provides important background information and introduces the subject. It may also provide a brief overview our the treatment of the subject.
A heading announces the topic that will be discussed in the paragraph that was discussed in the paragraph that follows it. When
read successively, the headings from on outline or list of topic cover in the material.
Most paragraphs are builds around a topic sentences which states the main idea is in the first sentences, if you read a first sentences that clearly is not the topic sentence, you might jump to the and of the paragraph and read the last sentences might jump to the end of the paragraph and read the last sentences.
Key word: quickly glance through the remainder of the paragraph. Let your eyes quickly sweep through the paragraph. Try up pick out key words that answer who, what, when, where or how which about the main idea of the paragraph. Try to notice names, members, date, places and capitalize or italicize words and. Also notice any number sequences. This quickly glance will add to your overall impression of the paragraph and will confirm that you have identified the main idea of the paragraph.
2. Scanning
Scanning is process of rapidly locating specific information in print material (Anderson,2003: 12). Effective scanning requires a systematic approach and involves the following steps : checking the organization, forming specific question, anticipating clues work, identifying likely
answer location, using a systematic pattern, and confirming your answer. Scanning technique must be adapt to suit the nature of the material. When scanning, the students only try to locate specific information and often we do not even follow linearity of the passage to do. In other words, we simply let out eyes wander over the text until we and what we are looking for, whether it is place, a kind of food, or less specific piece of information.
The key of effective scanning is to approach them material in a systematic manner. The following steps provide a systematic approach.
a. Check the organization
Before the students begin to scan, check to see how the article or material is organized. The title of the item we are scanning and other labels, keys, and legends are importance to notice. They state what the graphics are intend to describe and tell you how it is present.
b. From specific question
Scanning is effective only if the students have purpose, so try to fix in our mind what we are looking for by forming specific question about the topic.
c. Anticipate work clues
The next step is to anticipate clues that may help use to answer more rapidly. For example, if students are trying to locate the population of New York City in an article on the populations of cities, we might expect the answer appear in digits such as 3.3005.670 or in words such as “ two million “ or “ three million ,”
we were looking for the name of a political figure in newspaper article, we should expected to find two words, both capitalized.
F. Types of Reading
Some common problems that teacher have in dealing with reading material are: learners lack of motivation, teacher are uncertain as how they should carry out language preparation, teacher are unsure about searching and the devising reading relate activities. A good method of approaching these problems is to look at the reading session in terms of three phases : pre – reading, while reading and post – reading.
In line with the three phases in teaching reading. Williams in Darussalam (2004: 32) focuses of reading as follows:
1. Pre – Reading
Whorter in Darussalama (2004: 21). He stated that pre – reading involves only at those part of the reading material that will tell you what is about or
how it is organized. Pre – reading is very effective because it helps a reader to give basic information about the organization and the content of the materials.
A teacher who starts the lesson in this way is hardly likely to motive the learners. What the pre – reading phases tries to do are:
a. To introduce and arouse interest the topic
b. To motivate learners by giving reason for reading c. To provide some language preparation for the text.
Of course not of all these aims be relevant for all text. In some chases, language preparation does not mean that the teacher should explain every possible unknown words be able to tackle the next without being totally frustrate by language difficulties. Furthermore, language preparation can often be carried out by the learners, as well as by the teacher.
In order to help prepare for pre – reading work, useful question that the teacher can ask him self are:
a. What knowledge, ideas or opinion might be the learners already have on the task topic, and how can this knowledge be drawn out and used?
b. Why should anyone want to read this text, and can the some, or similar, reason be generate in the learners?
The answer to these questioned will give clues to ways introducing the text, motivating the learners, and at the some will incorporate language preparation. Visual (diagrams, maps, photographs) drawing up list. Or the
setting or answering of question (oral or written) may all plays a part in pre – reading.
1. While Reading
This phases draws on the text, rather than the learner’s ideas previous to reading. The aims of this phase are:
a. To help understanding of the writers purpose b. To help understanding of the text structure c. To clarify text content.
The traditional comprehension exercises at the end of a text is typical while – reading activity. In other cases the learner may be ask to find the answer to question given at the beginning of the text.
Completing diagram or maps, making lists, taking notes are other types of while – reading. The aims of post – reading work are:
a. To consolidate or reflect upon what has been read
b. To relate the text to the learners own knowledge, interest, or reviews.
To work does not refer directly to the text, but grows of it. Post – reading may also include any action to the text and to the while – reading work for example, learners say whether the like it and found it useful or not. Setting up and organize post – reading work depend very much on all the objectives of the program as a whole. Post – reading
work should thus contribute, in a coherent manner, to the writing, speaking and listening skill that the program aims to develop.
G. The Concept of OKRE Method 1. What is OKRE method
OKRE(Overview, Key ideas, Reviewing and Evaluation) method is one of the teaching methods develop by: Walker P director of Reading Study Center from Cornell University. OKRE(Overview, Key ideas, Reviewing and Evaluation) method is one method that can be used to teach reading comprehension.OKRE is abbreviation from Overview, Key ideas, Reviewing and Evaluation.
This term is use to describe the method in reading approach to read the task systematically. From the time sector implementation this method divide become three parts namely:
a. Before reading (Overview) b. During reading (Key ideas)
c. After reading (Reviewing and Evaluation) Shaffat (2009: 33).
1. Before reading
According to Estill in Shaffat (2009: 12), the purpose are before reading activities is to motivate the student’s to want to read assignment and to prepare them to be able to read it.
Brown in Nanna (2006: 14) says surveying is a specialize technique for getting a mountain top new of as article chapter or entire book. By surveying, a reader will be familiar with the chapter content, and it helps him to give a general point of view. Overview : by sampling the chapter for 1 – 2 minus to find out what is about.
Glance heading and subheadings, question and summaries to determine what ideas are cover. Get the big pictures. Don’t borrow into paragraphs, yet. Heading and subheadings will also help with over viewing. Overview helps overcome inertia to read and study (Denis, 2002: 16).
2. During reading
During reading strategies teach comprehension by making connection, generating question, and determining importance by guiding the reader to us proficient reader strategies. Key ideas, all textbook writing is made up of literary elements : main idea, supporting details, and transition. Your job is to discriminate between main ideas and their supporting detail will help you do that (Denis, 2002: 18).
Read only a paragraph or section and then stop to ask your self:
what is main idea? what are the supporting and explanatory details?
Which transitional words separate main ideas from details and
details from other details?. Finally: “ Do I remember the material in this paragraph well enough so that I could explain it completely and accurately to someone else?”.
To learn and remember, you must be actively involved in reading in the manner describe above. That is way reading by stroking words with your eyes alone results in little to no learning. This is normal (Robinson 20002: 42).
3. After Reading
Reviewing 2 and 4 times per week by reciting aloud. This activity also moves information from short – term memory towards long – term memory each time you do it.
Evaluation is the structure interpretation and giving of meaning to predict or actual impacts of proposals or result. It look at original objectives, and at what is either predict or what was accomplish and how it was accomplish. So evaluation can be formative, that is taking place during the development of a concept or proposal, project or organization, with the intention of improving the value or effectiveness of the proposal, project, or organization. It can also be summative, drawing lesson from a complete action or project or an organization at a later point in time or circumstance.
2. The Characteristics of the Material in OKRE Method
Teacher of English language are expect to be more can and more innovative selecting and then presenting and using wide variety of resources that can enhance and motivate students to learn English.
Through anecdotes, the student will be entertained in reading the materials. The reading materials should be interesting, the teacher should notice that in selecting the materials he/she should be sure that they are in time of student’s interest in order towing their attention. This is important for the smooth less of the way to the students to good concentration and attitude toward reading lesson. If the materials are not interesting, the students will passively not pay much attention to the lesson. This way means that the teacher will be difficult to attain the objective of this teaching.
According to Huck in Darussalam (2004: 14). Intermediate students are interest in reading function, biographies adventure and stories of the past. The like suspense, action and humor. Teacher can assess student personal reading interest them.
Cooper in Sudarmin (2009: 10) states that unpracticed reading in a foreign language tend to us a word – by word approach will more practice readers are able to chunk information. Based on the statement above, we
can decide that the select material should be at the language level of the student.
A material that is difficult, word every word has to be explained, or which us extremely complex grammatical construction is only likely to produce frustration similar a material that is to easy does not extend the student knowledge. The material should be regard, sequence and varied so their linguistic content and difficulty the ability of the students.
Reading materials reflect the culture perception of the writer therefore, many reading materials, especially non – scientific material, or culturally based and so can cause comprehension problems for the students. For example, indonesia students might have difficulty with the story about an American child who gases in to this teacher’s eyes in search of comparison. The opposite of true in Indonesia cultures where the children show respect by not looking into their superior’s eyes.
Relate with how the select language learning material, Richard and Rogers in Fatmawati (2009: 14) give specification:
1. Material will allow learners to progress at their own rates of learning
2. Material will allow for different styles of learning 3. Material will provide opportunities independent study
4. Material will provide opportunities for evaluating and progressing learning.
H. The Application of OKRE ( Overview, Key ideas, Reviewing and Evaluation ) Method
The material will present from the teacher was analyzed by the students with three phases Before Reading, During Reading, and After Reading. The three phase:
1. Before Reading
Before reading students get ready to read a text selection, before reading help students get an idea of what the author might be trying to say, how the information might be useful, and to create a mental set that might be useful for taking in and storing information.
Based reading could include previewing headings, surveying, pictures, reading introduction and summaries, creating a pre – reading outline, creating question that might need to be answer, making predication that need to be confirm, etc. The primary questions for a teacher here is “ what steps ( observable as well as unobservable ) should I teach students to do regularly and automatically that the prepare them it advance to get the most out of reading selection need to be read more thoroughly.
When a teacher introduces a reading selection to students, walks students through the text, helps the students get ready to read through the use of advance organizer, or creates pre – reading outlines, he/she is ensuring content learning by compensating for the fact that students have not develop good Before – Reading.
Teacher was need to continue the lead students in these types of before reading activities to ensure content area learning occurs until students have been thought to fluently use before – reading. Teacher use of before – reading prompts activities does not necessarily lead students to develop and use before – reading independently without direct and explicit instruction. This is why it is important to directly teach and provide practice that gradually requires student to use Before – Reading.
2. During Reading
During reading students learn to us while there are reading a text selection. During reading help the students focus on how to determine what the author is actually trying to say and to match the information with what the students already knows. These strategies should be influence by the Before – Reading because students should be using or keeping in mind the previews, outlines, question, predictions. That
were generate before reading and then using this information to digest what they are reading.
The during reading that help a students understand during reading includes questioning, predicting, visualizing, paraphrasing, elaborating (comparing what is read to what is known), changing reading rate, rereading. The primary question for a teacher is “What steps (observable and unobservable) should I teach students to do so that they will regularly and automatically figure out the intend meaning of the text and how it connects to what they already known?”.
When a teacher develops reading guides and outlines that need to be complete during reading requires students to ask and answer question, creates summaries as they read, they are compensating for the fact that students have not develop good during reading. Teacher will need to continue to lead students in this types of during reading activities to ensure content area learning occurs until students are taught to fluently us Before – Reading.
Teacher use of during Reading prompts and activities does not necessarily lead students to develop and use during Reading independently without direct and explicit instruction. This is why it is
important to directly teach and provide practice that gradually requires students to use during reading.
3. After Reading
After Reading students learn to used when they have complete reading a text selection. After reading is use to help “look back “and think about the message of the text and determine the intend or possible meanings that might be important.
After – Reading are us to follow up and confirm what was learn (answer question or confirm predictions) from the use of before and during reading. However, After – Reading also help the reader to focus and determining what the big, critical or overall idea of the author’s message was and how it might be use before moving on to performance tasks or other learning tasks.
The primary question for a teacher is : “ What steps (observable and unobservable ) should I teach students to do so that they will regularly and automatically stop when they are finish reading a text selection are try to figure out the intend meaning of the text to determine what is most important and how they will us it?”.
When a teacher reviews a reading selection, leads a discussion on what was important about the author’s message, helps students
summarize or “ look back “ at what was read, provides a post – organizer, or asks students to complete a study guide over what was learn from reading text, the teacher is compensating for the fact that students have not develop good After – Reading.
The teacher need to continue lead students in these types of before reading – activities to ensure content area learning occurs until students have been taught to fluently us After – Reading. Teacher was of after – reading prompts and activities does not necessary lead students to develop and use after – reading independently without direct and explicit instruction. This is why it is important to directly teach and provide practice that gradually requires students to use after – reading.
I. Advantages and Disadvantages OKRE Method a. Advantages OKRE Method
1. Shaffat (2009:24) said that generally each book is compos three elements: the main ideas, supporting details and transition. In us OKRE ( Overview, Key ideas, Reviewing and Evaluation ) method students teaching and they are require to sort out the main ideas, supporting details, and transitions in the passage before students make inferences about part of the text.
2. Sudarmin (2009 : 15) said the strategy of OKRE(Overview, Key ideas, Reviewing and Evaluation) method help transfer new information from short – term information into long – term information through the creation of a join and the relationship between need information and what is have known.
3. Students are easy to recall the essence of literature have the read their way to reopen to record have they made at the time they had finish reading.
b. Disadvantages OKRE Method
1. OKRE (Overview, Key ideas, Reviewing and Evaluation) method only focus on the students understanding of reading without attention to students understanding of grammar and writing.
2. From the time the sector implementation become divide this method three parts, namely :
a. Before reading (Overview) b. During Reading (Key ideas) and
c. After reading (Reviewing and Evaluation) Shaffat (2009: 25).
So in the important of this method requires considerable time to carry out section by section to do the reader / students.
J. Theoretical Framework
Reading material as one element in English language teaching has the important role. Because reading material as one factor that might influence the students reading comprehension.
The theoretical framework is described in the diagram below.
Figure 2.1: TheoreticalFramework
In the diagram above, the three main components are input, process, and output. The first is Input this refers to the reading text that was given to the students’, and the second is Process this refers to the implementation of OKRE method understand of the reading text in teaching reading comprehension in the classroom. And the last is output this refers to the students’ literal and interpretative reading comprehension achievement.
INPUT
PROCE SS
The using research OKRE method in term of literal and interpretative
OUTPU T
Students’ Reading Achievement
OKRE METHOD
33 A. Research Design
The research was employed a Pre-experimental method with one class pretest and posttest design. The treatment was conducted through three steps of process: pre-test, treatment and post-test to know the influences of OKRE method on students reading comprehension. The diagram as follows:
Note:
01 = Pre-test
X = The treatment 02 = Post-test
(Sugiyono, 2015: 110)
1. Pre-Test
Pretest is starting point before conducting the treatment. Pretest was given to measure the students’ reading comprehension before the treatment. The stage of giving treatment as follows:
a. Giving description about what the students do during the test
01 X 02
b. The researcher was distributed the research instrument and give instruction about it
c. The test was held during 90 minutes
d. The researcherwas the instruction to submit the students’ answer sheet
e. The researcher was described what the students do in the first meeting.
2. Treatment
Treatment is the important process in order to know the influences of OKREmethod on students’ reading comprehension. The treatment was employed OKRE method and was conduct in four meetings. In each meeting the researcher used to be discussed.
1. The first meeting the topic is about “Smartest Animal”
a. The researcherwasintroduced about the OKRE method.
b. The researcher was the given explanation about reading comprehension by using OKREmethod to stimulate the students.
2. The second meeting the topic is about “Snow White”
a. The researcher was asked students what their difficulties about using OKREmethod in reading.
b. The researcher was the given some text and then students read 3. The third meeting the topic is about “The Golden Cucumbar”.
a. The researcher was given essay test and each student answer the questions about story
b. The researcher was asked students again what their difficulties in reading the text.
4. The fourth meeting the topic is about “Beauty and The Beast”.
a. The researcher was given essay test again by OKREmethod to activate the student background knowledge about the story.
3. Post-Test
After four times of treatment, the students is given a reading test measure their reading comprehension and know the influences after the method of OKRE.
B. Research Variable and indicators 1. Variables
This research consists of two variables:
a. Independent variable used of OKRE method to know influences in students’ Reading Comprehension. OKRE method is general method for students to predict the general description of reading text by using reader background knowledge.
b. Dependent variable is the students reading comprehension means understanding, evaluating, utilizing information and gaining
through an interaction between reader and author in using OKRE method.
2. Indicators
This research consists of two indicators:
a. The indicators of the students’ literal comprehension are main idea and sequences of details.
b. The indicators of the students’ interpretive comprehension are making conclusion.
C. Population and Sample 1. Population
The population of this research students of SMK Muhammadiyah 2 Bontoala Makassar 2019/2020 academic year. The total of population is 120 students which consist of twelve classes. Each class consists of 30 students.
2. Sample
This research was applied the total sampling technique. The writer chosen class X as the sample. Total of the sample is 30 students.
D. Instrument of The Research
In this research, there are some instruments were employed to collect the data related to the students’ reading comprehension at the level of literal and interpretative comprehension.
Reading Test
Reading comprehension test were employed as an instrument to collected data. Pre - test given before treatment and post - test were given after the research given the treatment. The test consists of essay test to assess the students’ literal and the students’ interpretative comprehension.
E. The Procedures of Collecting Data 1. Pre – test
Before doing treatment, the research was given a pre – test. Students in the class joining test. The researcher wasthe distributed to identify the students’ prior knowledge in reading comprehension. The pre – test were given in the first meeting. The researcher was given narrative text as reading material and the students answer the question of the narrative text.
2. Post – Test
As a process after the treatment, the writer employ a post – test. It aims to see the value of the treatment whether or not the result of the post – test will better than the pre – test.
F. Technique of Data Analysis
To analysis the data, the write employ the rubric and formula as follows;
Table.3.1 Rubric for the main idea
No Criteria Score
1 The answer includes a clear generalization that state or implies the main idea.
4
2 The answer states or implies the main idea 3 3 Indicator inaccurate or incomplete understanding of the
main idea.
2 4 The answer includes minimal or no understanding of the
main idea.
1
(Harmer in Hariyati, 2013:27) Table.3.2 Rubric for the Sequence of Details
No Criteria Score
1 The students answer full and correct answer related to the content of reading text.
20 20 20 20 20
2 The students give short answer and the answer is incomplete.
15 15 15 15 15
3 The students answer is incorrect and the explanation is poor.
5 5 5 5 5
4 There is no answer 0 0 0 0 0
Hecklemen in Hariyati, 2013:27) Table.3.3 Rubric for the Rubric for Conclusion
No Criteria Score
1 The conclusion reflects resource readings in a development of idea it is excellent.
4
2 The conclusion reflects resource readings in a development of idea it good.
3 3 reflects resource readings in development of idea it is poor 2
4 Conclusion does not reflect any reading of resources in development idea.
1 (Kissner in Hariyati, 2013:28)
1. Calculating the Students’ Score
The students’ score of reading comprehension calculate through the formula:
Scoring = 𝑇𝑜𝑡𝑎𝑙𝐶𝑜𝑟𝑟𝑒𝑐𝑡𝐴𝑛𝑠𝑤𝑒𝒓
maximum score = x 100
(Depdikbud in sari, 2010:32)
2. Calculating the mean score of the students’ achievement by using the following formula:
Where: = Mean Score
= The total row score N = Total Sample/number
(Gay in Hariyati, 2013:29) 3. To analyze the rate percentage of students’ difficulties and the factors influence the difficulties in reading comprehension by using the following formula:
P = F X 100 N Where:
P = Percentage Х =∑ 𝑋
N
F = Number of correct N = Total Sample
(Depdiknas:41)
After collecting the data of the students, the researcher classified the score of students. There are seven classification which are used as follow:
Table 3.4Classification the Score of Students
No Classification Score
1 Excellent 96 – 100
2 Very Good 86 – 95
3 Good 76 – 85
4 Fairly Good 66 – 75
5 Fair 56 – 65
6 Poor 46 – 55
7 Very Poor 0 – 45
(Debdikbud, 2004:27)
4. Finding of significant different between the pretest and post-test by calculating the value of the test :
t= 𝐷̅
√∑𝐷2(∑𝐷)2𝑁 𝑁(𝑁−1)
Natation: t = Test of significant differences 𝐷̅ = The mean score of total deviation
∑𝐷 = The sum of total score difference
∑𝐷2 = The square of the sum score for difference
N = Total number
(Gay in Hariyati, 2013:31)
42
FINDINGS AND DISCUSSION A. Findings
The findings of the research present the result description through the distribution score of pre- test and post- test on literal and interpretative level in teaching reading comprehension by using OKRE (Overview, Key Ideas, Reviewing and Evaluation) method. It also described the students’ reading comprehension achievement in general through the distribution score of pre- test and post- test. The effectiveness of this strategy was known from the result of the data were collected by administrating the test, the tests were done twice namely pre-test and post-test, the pre-test was given before the treatment and the post-test was given after treatment.The researcher compared the result of pre-test andpost-test. If the result of the post-test was higher than pre-test, it means that this strategy was effective.
The result of data analysis found that teaching reading comprehension through OKRE (Overview, Key Ideas, Reviewing and Evaluation) could influence and improve the students’ reading comprehension in term of literal and interpretive at the class of XI Accounting SMK Muhammadiyah 2
