BY.
ANNIDA RAHMAWATI SIN. 11810423605
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU 1444 H / 2023 M
BY.
ANNIDA RAHMAWATI SIN. 11810423605
Thesis
Submitted as Partial Fulfillment of the Requirements for Getting Undergraduate Degree in English Education
(S.Pd.)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU 1444 H / 2023 M
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In the name of Allah, the most Gracious and Merciful, praise belongs to Allah Almighty. By his guidance and blessing, the researcher has accomplished the final research paper entitled “The Use of Content-based Summarizing Technique on Improving Students‟ Reading Skills at Eleventh Grade of SMAN 4 Tapung”. It is a scientific writing to fulfill one of the academic requirements to finish the bachelor degree (S. Pd) at Department of English Education Faculty of Education and Teacher Training State Islamic University of Sultan Syarif Kasim Riau. Then, shalawat and salam always be presented to the last messenger of Allah, Prophet Muhammad SAW who has inspired and lightened many people up all around the world.
Appreciation and sincere thanks to my beloved parents, Alm. Mr. Uqet Marzuk and Mrs. Sri Hartati, who has devoted all love and affection as well as moral and material attention. May Allah SWT always bestow grace, health, and blessings in the world and in the hereafter for the kindness that has given to the researcher. Thank you so much Dad, Mom. Please keep becoming my inspiration.
In conducting and finishing this research, the researcher got suggestions, encouragements, motivation, and supports from many people. Therefore, in this opportunity, the researcher would like to express the great thanks and gratitude to those who have given the researcher a lot of things that the researcher is able to finalize this research:
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I, Dr. H. Mas‟ud Zein, M. Pd., as Vice Rector II, Prof. Edi Erwan, S. Pt., ii M. Sc., Ph. D, as Vice Rector III, and all staff. Thanks for the kindness and the encouragement.
2. Dr. H. Kadar, M. Ag., the Dean of Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H.
Zarkasih, M. Ag., as the Vice Dean I, Dr. Zubaidah Amir, MZ, M. Pd., as the Vice Dean II, Dr. Amirah Diniaty, M. Pd. Kons., as the Vice Dean III, and all the staff. Thanks for the kindness and the encouragement.
3. Dr. Faurina Anastasia, S.S., M. Hum., the Head of Department of English Education, who has given me correction, suggestion, support, advice, and guidance in completing the thesis.
4. Dr. Nur Aisyah Zulkifli, M. Pd., the Secretary of Department of English Education, for her guidance to the students.
5. Robi Kurniawan, S. Pd, MA., the researcher's supervisor who has given correction, support, guidance, critics, advice, encouragement, and motivation to the researcher from the beginning of writing the thesis until the completion of it. Thank you so much, sir.
6. Mainar Fitri, M. Pd, the researcher academic supervisor who has given suggestion and guidance.
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of this thesis through the meeting in the class or virtually.
8. Drs. Yon Hendri Y, M. Pd., the headmaster of SMAN 4 Tapung, who has welcomed the researcher to do the research at the school.
9. English teachers of SMAN 4 Tapung, Rian Saputra, S.S., who has helped and suggested the researcher in doing research, school staff officer, and all the eleventh grade students in 2022/2023 academic year who have participated in the research.
10. My beloved sister and brother, Sakinah Yuniarti, S.E and Fadlan Amir who always besides me, be a good listeners and always support me anytime. I do love you all.
11. The researcher‟s support systems, Riskha Rusli, S. Pd., Sania Prita Sari, S.
E., Titin Try Yani, S. Pd., Lira Amni Jannata S. Pd., and Ihsan Alvindo who never stop praying, caring, supporting, and giving the time for the researcher. Thank you so much.
12. The researcher‟s 4 best girls, the special gratitude for Salwa Salsabila, S.
Gz., Meliyana Harmi, S. Pd, Meli Fatmawati, S. Pd who always give love, affection, care, time, kindness and everything that the researcher cannot mention it one by one. Thank you for accepting the researcher as she is.
Good luck for us.
13. My lovely friends Vheny Nurul Hidayanti, S. Pd., Ledy H. Retami, S. Pd., Ratna Putri Zalni, S. Pd., Nahri Zakiyatul Fitri, S. Pd Nurul Defitri, S. Pd,
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beginning. I hope you guys have a great life.
14. For all people who have given the researcher great support in carrying out and finishing this thesis. It cannot be written one by one. Thank you very much.
15. Last but not least, I would like to thank myself for being strong and not giving up in completing this thesis.
Finally, the researcher realizes that there are many shortcomings in this thesis. Therefore, constructive critiques and suggestions are needed in order to improve this thesis. May Allah Almighty, the Lord of universe bless you all.
Aamiin.
Pekanbaru, 2nd December, 2022 The Researcher,
Annida Rahmawati SIN. 11810423605
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Skills at Eleventh Grade of SMAN 4 Tapung This research is aimed to find the use of Content-based Summarizing Technique on improving students‟ reading skills to the eleventh grade of SMAN 4 Tapung. This quantitative research method was an experimental research design which employed pre-experimental one group pre-test and post-test. The variables of this research were Content-based Summarizing Technique as an independent variable and students‟ reading skills as a dependent variable. The populations of this research were eleventh grade students of SMAN 4 Tapung, and the total of population of this research was 40 students. Then, there was one class used in this research; the XI Science students of SMAN 4 Tapung. There were 20 students as a sample of this research. The instrument used to collect the data in this research was test which consists of pre-test and post-test. The data were presented in paired sample T-test through the SPSS version 23 program. The researcher found that there was a significant difference between the students‟ reading score in pre-test and post-test. It was proved by the mean score that the post-test was higher than the mean score in the pre-test. The mean score of pre-test was 61.75, while the mean score of post-test was 78.75, where the Ha was accepted and Ho was rejected. Thus, the researcher concluded that there were significa nt differences before and after using Content-based Summarizing Technique at eleventh grade of SMAN 4 Tapung.
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Membaca Siswa Kelas XI SMAN 4 Tapung Penelitian ini bertujuan untuk mengetahui penggunaan teknik meringkas berbasis konten dalam meningkatkan kemampuan membaca siswa kelas XI SMAN 4 Tapung. Metode penelitian kuantitatif ini merupakan penelitian eksperimen dengan rancangan penelitian pre-experimental one group pre-test dan post-test. Variabel penelitian ini adalah teknik meringkas berbasis konten sebagai variabel bebas dan keterampilan membaca siswa sebagai variabel terikat. Populasi penelitian ini adalah siswa kelas XI SMAN 4 Tapung, dan jumlah populasi penelitian ini adalah 40 siswa. Kemudian, ada satu kelas yang digunakan dalam penelitian ini; siswa XI IPA SMAN 4 Tapung. Ada 20 siswa sebagai sampel penelitian ini. Instrumen yang digunakan untuk mengumpulkan data dalam penelitian ini adalah tes yang terdiri dari pre-test dan post-test. Data disajikan dalam uji sample T-test berpasangan melalui program SPSS versi 23. Peneliti menemukan bahwa ada perbedaan yang signifikan antara nilai membaca siswa pada pre-test dan post-test. Hal ini dibuktikan dengan nilai rata-rata post-test yang lebih tinggi dari nilai rata-rata pre-test. Nilai rata-rata pre-test adalah 61,75, sedangkan nilai rata-rata post-test adalah 78,75, dimana Ha diterima dan Ho ditolak. Dengan demikian, penulis menyimpulkan bahwa terdapat perbedaan yang signifikan sebelum dan sesudah menggunakan teknik meringkas berbasis konten di kelas sebelas SMAN 4 Tapung.
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ءادنلا ( ،يتاوامحر 2222
ينقت مادختسا :) ة
ىلع صيخلتلا ساسأ
نيسحت يف ىوتحملا
ل ةءارقلا ةراهم ذيملات
لا فص يف رشع يداحلا ةسردملا
ةيموكحلا ةيوناثلا 4
جنوبات
ي لىإ ثحبلا اذى فده ةفرعم
ينقت مادختسا ة
ىلع صيخلتلا ساسأ
ينستح في ىوتلمحا
ل ةءارقلا ةراهم ذيملات
لا فص يدالحا في رشع
ةيموكلحا ةيوناثلا ةسردلما 4
جنوبات ةقيرط .
ميمصت عم بييرتج ثبح نع ةرابع هذى يمكلا ثحبلا لا
ةدحاو ةعوملمج ثحب اب
رابتخلا
لا لبق ي و لا دعب ي ينقت نع ةرابع ثحبلا اذى يرغتم . ة
لا ىلع صيخلت ساسأ
يرغتمك ىوتلمحا
ىدل ةءارقلا ةراهمو لقتسم ذيملاتلا
عمتمج .عبات يرغتمك و
ذيملات في رشع يدالحا فصلا
ةيموكلحا ةيوناثلا ةسردلما 4
جنوبات ددع لياجمإ غلبيو ، ذيملات
ثحبلا اذى 44
اذيملت . و كانى
فص ثحبلا اذى في مدختسم دحاو
، فصلا ذيملات 04
ةيعيبطلا مولعلا مسقل في
ةسردلما
ةيموكلحا ةيوناثلا 4
جنوبات . و كانى 04 اذيملت لأا .ثحبلا اذى نم ةنيعك ةمدختسلما ةاد
نم نوكتي رابتخا نع ةرابع تانايبلا عملج لاا
رابتخ يلبقلا و لاا رابتخ يدعبلا يمدقت تم .
ابتخا نم ةجودزم ةنيع في تانايبلا -
ت للاخ نم مولعلل ةيئاصحلإا ةمزلحا جمانرب
ةيعامتجلاا 02
دجوو . ت ثحابلا جرد ينب اًيربك اًقرف كانى نأ ة ة
ةءارقلا ذيملاتلل رابتخلاا في
طسوتم للاخ نم اذى حضتي .يدعبلا رابتخلااو يلبقلا ةجرد
رابتخلاا يدعبلا
يذلا وى
ىلعأ نم م طسوت ةجرد يلبقلا رابتخلاا .
طسوتم ةجيتن
رابتخلاا يلبقلا
50.16
، امنيب ناك
طسوتم ةجرد
رابتخلاا يدعبلا
17.16
، ثيح تم لوبق ةليدبلا ةيضرفلا ضفرو
ةيضرفلا
لما ةيئدب جتنتسا ،لياتلابو . ت
ةثحابلا كانى نأ
اقرف يربك ا ينقت مادختسا لبق ة
ىلع صيخلتلا
ساسأ دعبو ىوتلمحا ه
نم رشع يدالحا فصلا في ةيموكلحا ةيوناثلا ةسردلما
4
جنوبات
.
x
ACKNOWLEDGMENT ... iii
ABSTRACT ... vii
ABSTRAK ... viii
صخلم ... ix
LIST OF CONTENTS ... x
LIST OF TABLES ... xii
LIST OF APPENDICES ... xiii
CHAPTER I INTRODUCTION A. Background of the Problem ... 1
B. Identification of the Problem ... 4
C. Limitation of the Problem ... 5
D. Formulation of the Problem ... 5
E. Objectives of the Research ... 6
F. Significance of the Research ... 6
G. Definition of the Term ... 7
CHAPTER II LITERATURE REVIEW A. Theoretical Framework ... 9
1. Reading Skills ... 9
2. Content-based Summarizing Technique ... 17
3. Analytical Exposition ... 22
B. Relevant Research ... 26
C. Operational Concept ... 28
D. Assumption and Hypothesis ... 30
1. Assumption ... 30
2. Hypothesis ... 30
CHAPTER III RESEARCH METHODOLOGY A. Research Design ... 31
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E. Techniques of Data Collection ... 36 F. Technique of Data Analysis ... 41 CHAPTER IV FINDING AND DISCUSSION
A. Finding ... 42 B. Discussion ... 55 CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ... 57 B. Suggestion ... 57 REFERENCES
APPENDICES
CURRICULUM VITAE
xii
Tapung ... 34
Table III.3 Sample of The Research ... 35
Table III.4 Blueprint of Students‟ Pre-test ... 37
Table III.5 Blueprint of Students‟ Post-test ... 37
Table III.6 The Classification of Students‟ Score ... 38
Table III.7 The Item Validity of Try Out ... 39
Table III.8 Category of Reability ... 40
Table III.9 Reability ... 40
Table IV.1 Students Score in Reading ... 44
Table IV.2 The Students‟ Reading Skills Scores Before Being Taught by Content-based Summarizing Technique ... 45
Table IV.3 The Frequency Score of Pre-Test ... 46
Table IV.4 The Descriptive Statistic of Pre-Test ... 46
Table IV.5 The Classification of Students‟ Reading Skills Before Being Taught by Using Content-based Summarizing Technique ... 47
Table IV.6 The Students‟ Reading Skills Scores After Being Taught by Content-based Summarizing Technique ... 48
Table IV.7 The Frequency Score of Post-Test ... 48
Table IV.8 The Descriptive Statistic of Post-Test ... 49
Table IV.9 The Classification of Students‟ Reading Skills After Being Taught by Using Content-based Summarizing Technique ... 49
Table IV.10 The Descriptive Statistic of Pre-Test and Post-Test ... 50
Table IV.11 Students‟ Reading Skills in Pre-Test ... 51
Table IV.12 Students‟ Reading Skills in Pre-Test ... 52
Table IV.13 Normality Test for Pre-Test and Post-Test ... 53
Table IV.14 Paired Sample Test ... 54
xiii Appendix II Lesson Plan
Appendix III The Result of Pre-test and Post-test Appendix IV The Result of Summarizing
Appendix V Instruments and Answer Key Appendix VI Recommendation Letters Appendix VII Documentation
1 CHAPTER I INTRODUCTION
A. Background of the Problem
Reading skill is one of the important skills to be mastered by students in the English language teaching curriculum (Ronan, 2015). Harmer (2007) stated that reading as an exercise dominated by the eyes and the brain, the eyes receive the message, and the brain then has to work out the significance of this message. In other words, the meaning of the message in its available written form is the most essential component that students have to recognize and understand because the main purpose of reading is to know the idea in the printed material. Therefore, reading with comprehension is the only way for the students to get what they want to know from the reading material.
The success of reading skill teaching is highly dependent on the reading teaching techniques used by the teachers (Hermida, 2009). Various techniques have been applied by teachers in teaching English reading in high schools, one of which is the technique of summarizing the reading content. The summarizing technique has been used in teaching reading skills for so long that it has become a tradition that English teachers continue to use. Reading can help teachers reduce their role in a reading class session.
Hennings (1991) argues that the ability of students to find the main idea is the most important skill. However, teachers should understand that students will not have the ability to read and understand content-based texts if the
teachers themselves lack content-based reading strategy skills (Ronan, 2015).
Most high school students have problems reading various texts in English textbooks because they lack specific strategies (Chen & Sabina Chia-Li, 2015). Whereas in the English language textbook for high schools, in particular senior high schools, many reading texts require skills and good reading techniques to capture essential information. The lack of students‟
reading skills makes them reluctant to read English-text books. In addition, poor reading techniques also cause poor comprehension (Kispal, 2008) and also experience difficulties in many English exams, such as semester and national examinations.
In the case of this research, the researcher focused on the state senior high school 4 Tapung. Similar to other schools in Indonesia, this school uses the 2013 curriculum as guidance in the teaching and learning process. To accomplish students‟ needs toward reading, the curriculum provides reading as one of the skills in mastering English that must be taught and learned in this school. According to the school's curriculum, the students must have a minimum criteria score of 75 in English ability. In the 2013 curriculum, according to the syllabus taught in English in the eleventh grade, students are expected to be able to understand several types of text, including report text, narrative text, and analytical exposition text. And in this research, the researcher decided to use the analytical exposition text because it adapts to the syllabus for the first semester. According to Anderson (1997), analytical exposition text is a type that is intended to persuade readers that something
should be the case. An analytical exposition is a type of spoken or written text that aims to persuade listeners or readers of something.
From the interview with the English teacher and some students in eleventh grade, many students had difficulties reading because they had a limited vocabulary. In the interview, when the researcher asked, "What obstacles did you face in teaching reading?" The English teacher answered,
"They had a limited vocabulary." Based on the interview with seven students, five of the seven said that they couldn‟t understand the text. It caused them not to understand the meaning of the vocabulary in the text. Besides that, the teacher did not use various techniques in the teaching and learning process in the classroom. It made the students bored with doing activities in the class.
Next, there was not enough media and available time to undertake the English teaching and learning process. The students had a lack of attention in the learning process, and they were busy with other activities in the classroom.
Based on the aforementioned phenomena, most students struggle with reading, either because their reading skills are still lacking or because they have insufficient resources. The success of reading skill teaching is highly dependent on the reading teaching techniques used by the teachers (Hermida, 2009). To solve the problem, researchers believe that using the Content-based Summarizing Technique can be useful to improve students' reading skills. The procedures used in the Content-based Summarizing Technique allow students to grasp main ideas directly during reading activities. This Content-based Summarizing Technique ensures that students can understand the contents of a
text. The Content-based Summarizing Technique also does not require students to pay attention to the text in detail because their reliance on observing the text in detail will reduce their ability to understand the content of the text itself. This is because what students can remember longer are the general elements rather than more specific information. If the main idea had been understood and remembered, then the details of the text itself could also be remembered because they were included in the main idea (Hayes, 1989).
As it mentioned before, Content-based Summarizing Technique became one of the effective technique to improve students‟ reading skills. However, based on previous studies, the participants were only focused on Islamic school (e.g, Chobita (2017), Saifudin (2021) and the rest were only focused on summarizing technique only (e.g Hutapea (2017), Ma‟rifah (2016). Reading skills improvement also evolves a matter of English teacher at senior high school 4 Tapung, and Content-based Summarizing Technique considered as one of effective technique to improve students‟ reading skills.
Based on the description above, the researcher believed that using Content-based Summarizing Technique as one of the alternative technique to improve students‟ reading skills.
B. Identification of the Problem
Based on the background of the problem above, the researcher identifies several problem, they are: First, some of students still having difficulty in reading because they had a limited vocabulary. Second, some of students are not able to understand the text. It caused them not to
understand the meaning of the vocabulary in the text. Third, some of the students are not put any interest in reading. They had a lack of attention in the learning process, and they were busy with other activities in the classroom. The techniques used in the teaching and learning process in the classroom were not have various enough.
C. Limitation of the Problem
Based on the identification above, the writer found several problems in this study, it is important for writer to limit the problem in order to pay more attention to specific problems as this research focus on the use of Content-based Summarizing Technique on improving students‟
reading skills by using an analytical exposition text. So, it is clearly showed the writer will focus on “The Use of Content-based Summarizing Technique on Improving Students‟ Reading Skills at Eleventh Grade of SMAN 4 Tapung.”
D. Formulation of the Problem
Based on the limitation of the problems mentioned, the writer formulates the research questions as in the following:
a. How is students‟ reading skill before being taught by using Content- based Summarizing Technique at the eleventh grade of SMAN 4?
b. How is students‟ reading skill after being taught by using Content- based Summarizing Technique at the eleventh grade of SMAN 4 Tapung?
c. Is there any significant difference on students‟ reading skills before and after being taught by using Content-based Summarizing Technique at the eleventh grade of SMAN 4 Tapung?
E. Objective of the Research
a. To find out students‟ reading skills before being taught by using Content-based Summarizing Technique at the eleventh grade of SMAN 4 Tapung.
b. To find out students‟ reading skills after being taught by using Content-based Summarizing Technique at the eleventh grade of SMAN 4 Tapung.
c. To find out whether there is significant difference on students‟ reading skills before and after being taught by using Content-based Summarizing Technique at the eleventh grade of SMAN 4 Tapung.
F. Significance of the Research
The significance of this research can be seen from the theoretical and practical aspects:
a. Theoretically, the result of this research will help students to improve their reading skills.
b. Practically, the result of this research are expected to provide benefits for students, teachers, readers and other researchers: for students this result of this research is useful for improving their reading skills, for teachers this result of this research is useful for improving the quality of teachers in teaching reading by using Content-based Summarizing Technique, for
principals this result of this research is useful for improving English teachers in teaching English, and for other researcher this research can be compared with other researchers who want to do further research on the same subject.
G. Definition of the Term
There are so many terms involved in this research, therefore to avoid misunderstanding about the terms used in the tittle necesssary to define the following terms as follows:
1. Content-based Summarizing Technique
The summarizing technique based on the Content-based Summarizing Technique is a technique of summarizing a reading text based on the content of a discourse (Rivers, 1987). In this research Content-based Summarizing technique refers on the use of Content-based Summarizing technique on improving students‟ reading skills at eleventh grade of SMAN 4 Tapung.
2. Reading Skills
Reading skills is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (Snow, 2002). In this research, reading skills refers on students‟
reading skills at eleventh grade of SMAN 4 Tapung.
8 CHAPTER II LITERATURE REVIEW
A. Theoretical Framework 1. Reading Skills
Reading skill is defined by Snow (2002) as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. In the other words, reading skill is the process of comprehensive forming and deciding meaning as a result of a progressive interaction between the readers and the text they read.
According to Gordon (2007) reading skill is a complex process which comprises the successful or unsuccessful use of many abilities. It means that reading skill is a complicated process that involves many abilities that cause the reader to understand the meaning of the text well or badly.
In addition, reading skill is defined by Tarkensley (2002) as one of the important language skills that depend on three factors: the reader's ability to command the linguistic structures of the text, the reader's ability to exercise metacognitive control over the content being read, and the reader's adequate background in the content and vocabulary being presented. This means that reading skill requires the reader's ability to command the linguistic structures of the text, to drill metacognitive control over the content being read, and to have sufficient background in the content and vocabulary contained in the text. Richards and Schmidt (2002) define reading skill as abilities required for skillful reading, such as
discerning main ideas, understanding sequence, noticing specific details, making inferences, making comparisons, and making predictions in second and foreign language instruction, particularly with adults. These skills are sometimes taught separately.
Based on all of the definitions of reading skill above, it is concluded that reading skill is a language skill that requires the reader's ability to respond to and relate the linguistic structures of the text, to drill metacognitive control over the content of the text, and to relate previous knowledge related to the content and vocabulary of the text.
Technique of Reading
It is important for students to know the types of reading techniques.
There are four reading techniques according to Christine in Syatriana (2010). First, scanning, scanning reading is reading with short time or very quickly. When someone use scanning to read, they will transcend many words. According to Mikulecky and Jeffries (2005) reading scan is important to improve reading skill. This reading technique is used to find the important information as quickly as possible. In general someone usually read words by words in each sentence. Practicing reading scanning techniques can read and understand reading texts faster. Reading scanning usually done when the reader looking up the meaning of the word or term in a dictionary, phone number. The point is the reader focus on the information or the problem that the reader needed.
Second, skimming, skimming is quick reading that the aim is to find out general content from reading texts. Skimming is used to find out the author‟s point of view about something, to find the pattern of the paragraph, find quickly the general ideas, Farida (2005). In skimming, the reading process will do jumping around by looking at the main ideas and understand the big theme in reading text. Skimming are usually 3 or 4 faster than normal reading. The aim of skimming is to recognize the topic of reading, to find out someone‟s opinions and to get the important part we need without read all the text.
Third, intensive reading, according to Tarigan (2008) intensive reading is a thorough and detailed reading that will be do in the class. The reader in intensive reading the reader should be given a text that is accordance with their wishes so from the text given will be able to increase their motivation in reading. It also intended that they show a deeper curiosity in finding information in the text because they like and interest the text that they have read. Intensive reading is one of speed reading skill that requires a high understanding in detail and dept of the content of a reading text or reading deeply to get the understanding of the content from a particular books or reading text. Intensive reading also known as careful reading. Because reading carefully will get interesting thing in the reading text.
Then, extensive reading, according to Tarigan (2008) extensive reading is a brief and extensive reading of some reading text or books. In
reading, the teacher should be given the appropriate text to the students‟
abilities. The text that is too difficult for the reader will cause difficulties in understanding the content of the text so the information that they could have captured could not be absorbed at all or understood.
Therefore, in extensive reading the readers should be chosen multilevel reading material according to their language skill. Extensive reading is speed reading that is not concern with deep understanding or understanding as needed from several reading text. Extensive reading are intended to obtain the important information but this is not in detail. The important information can already see or draw the conclusions about the subject matter or the main problem in the text. Extensive reading can be used when the reader read several text that have the same major problems and draw the conclusions about the text even though the details are different.
Strategies of Reading Skill
There are some important reading skill strategies explained by Meduranda (2005). First is making connections, students make connections to the text to aid their comprehension. Connections can be made to personal experiences or to things the students have seen or read.
Second, visualization, students make mental images of what they are reading. They learn to look for vivid language, including concrete nouns, active verbs, and strong adjectives. Third, organization, students learn to find the organizational pattern of a text. This allows them to anticipate
what they are reading and helps them focus on the author‟s central message or important ideas.
Third, determining important Information. Students learn to categorize information based on whether or not it supports an authors central message or is important for a specific purpose. Next, asking questions. Students learn to ask questions before reading to set apurpose for reading, during reading to identify when their comprehension breaks down, or after reading as a way to check their understanding of a passage.
Then, monitoring comprehension. Students learn to pay attention to their own reading process and notice when they are losing focus or when comprehension is breaking down. They then can employ another strategy to help them overcome their difficulty.
Component of Reading Skill
The components of reading are basic to know the content of the story, it is very important to know for the students, according to King and Stanley (2004), there are five points in components of reading. First, finding factual information. Factual information requires students to scan specific detail of the text. The factual information questions are generally prepared for junior and senior high school students. It usually appears with question words. Second, finding main idea, main idea is the main topic that is being discussed in a paragraph. Finding main idea is not always in the first sentence. It can be in the middle or in the last sentence of the paragraph.
Third, finding the meaning of vocabulary in context, it means that the students can develop his/her guessing ability to the word which is not familiar with him/her by relating the meaning of unfamiliar words in the text that is read. The words have nearly equivalent meanings when they have nearly the same meaning as the world do. Next, identifying the reference, reference word is repeating the same word or phrase several times, after it has been used, students can usually refer to it rather than repeat it. Reference words will help students to understand the reading text. Reference words are usually short and very frequently pronouns, such as her, him, it, them, her, him, and many others. Then, making inferences, Inferences is a skill where reader has to be able to read between lines. King and Stanley divide making inferences into two main parts: drawing logical inferences and making accurate prediction.
The Principles for Teaching Reading
Richard and Schmidt (2002) point out that principles in teaching are beliefs and theories that teachers hold concerning effective approaches to teaching and learning and which serve as the basis for some of their decision-making. Harmer (2001) classifies that there are six principles behind teaching reading as first, reading is not a passive skill. Reading is an incredibly active occupation. To do it successfully, one has to understand what the words mean, see the picture the words are painting, understand the arguments, and work out
if one agrees with them. If one does not carry out these things, and if students do not perform these things, then one only just scratch the surface of the text and one quickly forgets it.
Second, students need to be engaged with what they are reading as with everything else in lessons, students who are not engaged with the reading text, not actively interested in what they are doing, are less likely to benefit from it. When they are really fired up by the topic or the task they get much more from what is in front of them. Third, student should be encouraged to respond to the content of a reading text, not just to the language, it is important to study reading texts for the way they use language, the number of paragraphs they contain and how many times they use relative clauses. But the meaning, the massage of the text, is just as important and teachers must give students a chance to respond to that massage in some way. It is especially important that they should be allowed to express their feelings about the topic, thus provoking personal engagement with it and the language.
Fourth, prediction is a major factor in reading when one reads texts in his/her own language, one frequently has a good idea of the content before he/she actually reads. Book covers give him/her a hint of what is in the book; photographs and headlines hint at what articles are about and reports look like reports before one reads a single word.
The moment one gets this hint, the book cover, headline, the word
processed page, his/her brain starts predicting what he/she is going to read, expectations are set up and the active proves of reading is ready to begin. Teachers should give students „hits‟ so that they can predict what is coming too. It will make them better and more engaged readers.
Next, match the task to the topic. Teachers could give students Hamlet‟s famous soliloquy „to be or not to be‟ and ask them to say how many times the infinitive is used. Teachers could give them a restaurant menu and ask them to list the ingredients alphabetically.
There might be reasons for both tasks, but, on the face of it, they look a bit silly. Teachers will probably be more interested in what Hamlet means and what the menu foods actually are (Harmer, 2001). Then, good teachers exploit reading texts to the full. Any reading text is full of sentences, words, ideas, descriptions etc. It does not make sense just to get students to read it and then drop it to move on to something else.
Good teachers integrate the reading text into interesting class sequences, utilizing the topic for discussion and further tasks, using the language for study and later activation.
Analytical Exposition
Grace and Sudarwati (2006) stated an Analytical exposition is a type of spoken or written text that intended to persuade the listener that something in the case, to make the persuasion stronger, the speaker or written give arguments as a fundamental reasons why something in
case. According to Mulya (2010) Analytical exposition text is a text which persuades the readers or listeners that something is the case, give a point of view, and confirms what is claimed.
In addition, Nurhikmah and April (2013) stated an Analytical Exposition text is a text that envolve students to master the topic in order to provide the arguments as a support. It means that the students should accomplish some knowledge in which to be used by them to analyze the topic. Based all of the definition above, it can be concluded that Analytical Exposition text is a text that persuades the readers about something is the case, and provide arguments as a support.
Grace and Sudarwati (2006) describe the purpose of Analytical Exposition first, to persuade the researcher or listener that there is something that, certainly, needs to get attention. Second, to analyze a topic and to persuade the reader that this opinion is correct and supported by arguments.
Grace and Sudarwati (2006) describe that generic structure of analytical exposition text consists of three part, first, thesis ramer and Sedley (1982) state the best way to express that unit of thought in a single sentence is the thesis statement. While, Mahmoud (1992) describes the purpose of thesis statement is to lead a hypothetical proposition requiring evidences for its support or rejection. Thesis in analytical exposition paragraph it is a topic or main idea of paragraph.
Thesis consists of two parts there are position and preview. Position in
thesis statement is to introduce topic and indicated the writer‟s position, and preview mean outline the main arguments to be presented.
Second, arguments, arguments is a reason put forward (for or again something). Arguments are ideas to develop the topic. Argument here consists of two there are point and elaboration. Point is to restates main argument outlined in preview, than elaboration is to develop and support each point. Third, reiteration, reiteration means conclusion, according to Bremer and Sedley (1981) state that conclusion to the end of the basic form is one simple variation of that pattern. Reiteration usually a single sentence at the end of paragraph and is often a restates the writer‟s position.
Language function of analytical exposition text explained by Grace and Sudarwati (2006) there are first, an analytical exposition focus on generic human and non human participants. Second, using of simple present tense and simple perfect tense. Third, using of relational processes. Fourth, using mental processes. It is to state what the writer or speaker thinks or feels about something. For example: realize, feel, etc. Fifth, using emotive an evaluative words. Sixth, often needs material processes. It is used to state what happens. Next, numeration is sometimes necessary to show the list of given arguments. Then, using connective/transition.
Example of Analytical Exposition Table II.1 Accredited School
Thesis
Most of teenagers need to go to school and there are a lot of schools over there. Nowadays, schools grow to offer plenty of choice; private and state ones. However it is a hard choice since there are many factors which need to be considered before making the selection. Some will be influenced by friends; because some friend got to certain school than we go to there too. Some prefer to choose certain school because of the closer distance. In fact, the primary decisive matter for selecting school is whether the school has been accredited or not.
Why is important to choose an accredited school?
Well, accredited schools have an edge over the unaccredited schools. This label of Accredited School has an impact in employment opportunities. As result, if there are two or more students with similar qualifications, the student who comes from the accredited school will have an edge over the other candidate. Student from an accredited school has more open door than student with an accredited one.
Many students select certain school depending more on short term factors like friend influence and short distance from home. It is not bad since commuting actually needs much cost. Choosing school which is closer to home will save time, energy and money.
However if that school is not
accredited, the time and money spent along studying seems to be waste in the long term because it could become a limiting factor in gaining future opportunities.
Accredited school is not the only factor which will drive student‟s success. Personality and characterization are very important too. However a student with good personality who comes from an accredited school is better than the others.
(Adopted from:https://bobo.grid.id) Arguments
Reiteration
2. Content-based Summarizing Technique
The summarizing technique based on the Content-based Summarizing Technique (CBST) itself is a technique of summarizing a reading text based on the content of a discourse. This model is applied based on two assumptions; firstly, a good learning skill model is a model that can summarize the past and the present and also predict the future (Rivers, 1987), the second is that the summarizing activity of the students must reflect their understanding against a reading text (O‟Dell, 1987).
The Content-based Summarizing Technique emphasizes on understanding the main idea of a reading text and this main idea must be summarized. Thus, Content-based Summarizing Technique develops an assumption that the comprehension of a reading text can be obtained through the understanding of the main idea contained in the text itself. In this case, the main idea refers to a statement that circumscribed a paragraph (Afflerbach, 1990; Stevens, Slavin, &
Famish, 1991). The main idea is not merely a topic sentence, but it includes subject lines as well as ideas in the supporting sentences.
Advantages and Disadvantages of Using Content-based Summarizing Technique
In summarizing process some information should be included in the summary and some information should be excluded. Hennings
(1991) argues that main idea invention is what reading is all about.
Furthermore, it is argued that helping readers invent significant ideas should be a major focus of reading instruction. On the basic of these arguments, Content-based Summarizing Technique emphasizes the main ideas of the next as the information (the contents) that should be summarized. Content-based Summarizing Technique is thus developed on the assumption that the understanding of the next text can be gained from the understanding of the main idea.
Content-based Summarizing Technique requires the students to read the text thoroughly could be a guarantee of the readers‟
understanding of the contents. The procedures conducted provide a chance to catch the main idea directly through reading, and the product is a summary with unnumbered sentences (Sheinkar in Carnine, 1990).
Furthermore, Content-based Summarizing Technique does not take into account the details of the text because the dependence on the details will reduce the ability to memorize the contents of the text because what could be memorized longer is the general element, not the specific one. When the main ideas have been understood and memorized, the details can be remembered because they are subsumed in the main ideas (Hayes, 1989).
Moreover, Content-based Summarizing Technique does not require the students to name the person and tell what the person does in all of the sentences because it is an obstacle to catching the main
idea of a passage in accordance with the text type. This is because many texts cannot be summarized by mentioning the agent and the activity they perform. (Carnine, Silbert, and Kameenui, 1989).
Content-based Summarizing Technique does not require the students to work in groups or pairs, and the produced summary is more flexible in that it is not patterned by a frame as suggested by the framed summaries but could be in any form as the contents require.
In addition, the disadvantage of Content-based Summarizing technique is that every person learns differently and has different background knowledge. When a student learns something new, they build on existing knowledge. Writing notes in their own words links the new information much more solidly and clearly to their existing knowledge, and is therefore less likely to be forgotten. It is vitally important that teachers are able to paraphrase, to ensure explanations or sections of textbooks are understood by each student. It is common for teachers to have to present the same information in many ways, before the entire class understands it. One person's summary will never be the same as another's, as each individual has their own ideas of what information is most important. It is important that language teachers allow for this difference, when planning tasks that require summarization skills Fergusson (1990).
Implementation of Content-based Summarizing Technique in Reading
The procedure of implementing Content-based Summarizing technique consists of five steps according to Cranmer in Saifudin (2021). First, the teacher shares or gives a reading text that she has selected. Second, the teacher instructs the students to read the texts and give mark the main idea. Third, the teacher gives the clue to the students to quickly find the main idea of the text. Fourth, the teacher gives instruction to the student to write down the main ideas that they have found, and if necessary they also include the supporting ideas.
Then, the students combine or harmonize the main ideas or supporting sentences that they have recorded into one paragraph or more.
The procedures used in the Content-based Summarizing Technique allow students to grasp main ideas directly during reading activities. This Content-based Summarizing Technique ensures that students are able to understand the contents of a text. The Content- based Summarizing Technique also does not require students to pay attention to the text in detail because their reliance on observing the text in detail will reduce their ability to understand the content of the text itself. This is due to the fact that what students can remember longer are the general elements rather than more specific information.
If the main idea had been understood and remembered, then the details
of the text itself could also be remembered because they were included in the main idea (Hayes, 1989).
The other specialty of this Content-based Summarizing Technique is simply because it does not require a number of detailed steps before starting the reading. Content-based summarizing technique instead directed students to get the main idea quickly after reading activities through quick a text scanning (Chambers &
Brigham, 1989).
In the application of Content-based Summarizing Technique, teachers should choose the material content in accordance with the English proficiency of the students (Navarro, 2015). Teachers can also provide a lower-level reading text than their current class. For example, if students sit in year two then it could be a reading material designed for first-year students to avoid difficulties in syntax and semantics (Brown, 2007).
B. Relevant Research
Review of the previous study is made in order to avoid replication.
This study is intended to improve the students‟ reading skills by using Content-based Summarizing Technique. The first study conducted by Zana Chobita (2017) using the Content-based Summarizing Technique (CBST) in teaching English reading skill at two State Islamic Senior High Schools in Palu, Central Sulawesi. After 12 weeks teaching, the researcher found that students who were taught by using CBST have significantly improved their
reading skill to comprehend a reading text. There is a significant difference in the score of English reading comprehension after the application of CBST in teaching reading. This is indicated by the value of „To‟ is 8.36 and 7.49 in MA Negeri 1 and MA Negeri 2 Model. The average reading comprehension final score of the students in both schools is significantly increased when compared to before treatment (from 43.3 to 54.05 in MA Negeri 1 and 46.25 to 61.00 in MA Negeri 2 Model). While the average score of students in non- applied CBST technique classes does not show significant progress in the reading skills.
The second study is conducted by Muhammad Saifudin (2021) The Students‟ Perception towards The Use of Content-based Summarizing Technique in Reading Text. The subject of this study are 251 students of eleventh grade at MAN 1 Kediri in Tarokan at the first semester year 2020/2021 and used quantitative research design. It was done by distributing a questionnaire. The perceptions itself divided into 3 categories, they are:
knowledge, attitudes and behavior. The result showed that most of the students agreed and gave a positive response to the use of CBST in supporting English learning in particular in reading skill. The results all of the data showed that most of the students chose „agree‟. It can be categorized as positive responds in the presence of CBST that was explained that the students feel helpful to implement CBST because when using CBST they easily understand the reading text and increase their reading interest and their value.
Next study is conducted by Nurliana Hutapea (2017) of using summarizing technique on students‟ reading comprehension (A study at tenth grade students‟ of SMA Negeri 5 Padang Sidimpuan) the study carried on by using experimental method. The population of this research is all the tenth grade which are divided into seven classes and total are 248 students. The sample consists of 35 students by using systematic sampling. The data is collected by giving observation and test. After collecting the data, the mean of the application description of using summarizing techniqueis 3.50. It is categorized “Very Good”. The mean of students‟ reading comprehension of recount text before using summarizing techniqueis 71.14. It is categorized
“Good”. The students‟ reading comprehension of recount text after using summarizing techniqueis 84.71. It is categorized “Very Good”. The result of ttestis 8.15, and ttable 5% significant level is 2.03. It means that there is a significant effect of usingsummarizing techniqueon students‟ reading comprehension of recount text at the tenth grade students of SMA Negeri 5 Padang Sidimpuan.
The last study were conducted by Umi Ma‟rifah (2016) Improving Students‟ Reading Comprehension Activity at Second Grade of Senior High School 1 Sendang Agung Lampung Tengah. This study was quantitative research. The subjects of this research were 25 junior high school students.
The reading test was administrated as the instrument of this research. The result showed that there was a statistically siqnificant improvement of the students‟ reading comprehension ability with the siqnificant level 0.00. It
found that English teachers should use the summarizing activity in teaching reading in order to increase students‟ reading comprehension. They should use summarizing activity especialy to improve students‟ reading ability especially in finding main idea. Further researchers should use summarizing activity as the teaching method in listening skill, since reading and listening have similar aspects.
From the previous research above, the similiarities in this research is the technique used of the teaching reading, Content-based Summarizing Technique. Then the differences on each research above are the different type of the school, subject, object, location of the research and the research design.
C. Operational Concept
The operational concept is derived from related theoretical concepts on all of variables that should be practiced and empirically operated in academic writing (Syafi‟i, 2017). There are two variables in this research. The first is Content-based Summarizing Technique as independent variable. The second is Students‟ Reading skills as the dependent variable. Where the result or achievement of Content-based Summarizing Technique is X and the result of Reading skills is Y.
1. The Procedure of Content-based Summarizing Technique in Learning (X)
The procedure implementing of Content-based Summarizing Technique by Cranmer in Saifudin (2021):
a. The students are given the texts that have been selected by the teacher.
b. The students are given instructions to read the texts and give mark the main idea.
c. The students are given the clue by the teacher to quickly find the main idea of the text.
d. The students are given instructions to write down the main ideas that they have found, and if necessary they also include the supporting ideas.
e. The students combine or harmonize the main ideas or supporting sentences that they have recorded into one paragraph or more.
2. The Indicator of Reading skills (Y)
The components of reading skills by King and Stanley (2004), in connection with the competence of students in understanding the analytical exposition text based on the teacher‟s syllabus.
a. The students are able to identify the detail/factual information of analytical exposition text.
b. The students are able to identify finding the main idea of analytical exposition text.
c. The students are able to identify the meaning of vocabulary of analytical exposition text.
d. The students are able to identify reference word of analytical exposition text.
e. The students are able to identify inference word of analytical exposition text.
D. Assumption and Hypothesis 1. Assumption
In this study, the researcher assumes that the use of Content-based Summarizing Technique give significant difference and can affect the students‟ reading skills at the eleventh grade of SMAN 4 Tapung.
2. Hypothesis
Based on the assumptions above, the researcher also formulates the following hypothesis:
Ho: There is no significant difference before and after using Content- based Summarizing Technique on students‟ reading skills at the eleventh grade of SMAN 4 Tapung.
Ha: There is a significant difference before and after using Content-based Summarizing Technique on students‟ reading skills at the eleventh grade of SMAN 4 Tapung.
29 CHAPTER III RESEARCH METHOD
A. Research Design
This research was conducted using the quantitative research method.
The aim of this research is to know the effect of using the Content-Based Summarizing Technique on students‟ reading skills at the eleventh grade of SMAN 4 Tapung. According to Creswell (2008), quantitative research is the process of collecting, analyzing, interpreting, and writing the results of a study.
This research was an experimental research, Creswell (2008) stated that experiment is test an idea (or practice or procedure) to determine whether it influences an outcome or dependent variable. This research used two variables. They are variable X and Y, which are; variable X was the effect of using Content-Based Summarizing Technique and variable Y was the students‟ reading skills.
The design of this research was pre-experimental by using pre-test and post-test, according to Jacob, & Sorensen (2010) there are several kinds of experimental research designs; pre-experimental design, true experimental design, factorial design, and quasi experimental design. Pre-experimental design was chosen in this research because the researcher want to established possible cause and effect between dependent and independent variable. The researcher is intended to describe the effectiveness of Content-based Summarizing Technique toward students‟ reading skills at eleventh grade
SMAN 4 Tapung by comparing between the students‟ score before being taught by Content-based Summarizing Technique and after being taught by using Content-based Summarizing Technique.
According to Adnan (2016), pre-experimental research is a study which gives a pre-test before the treatment and post-test after the treatment in order to know there is or not the effect of the variable studied by comparing the average score of the pretest and posttest. In this research the researcher used pre-experimental research design which employed the one-group pretest- posttest, where the one-group pre-test and post-test design in one class.
Creswell (2012) explains that there are three designs included in pre- experimental. They are one-shot case study, one group pretest-posttest design and static group. The researcher used one-group pretest-posttest design. The one-group pretest-posttest design usually involved three steps as follow:
A. Administering a pretest measuring the dependent variable B. Giving the experimental treatment to the subjects
C. Administering a posttest measuring the dependent variable
Differences attributed to application of the experimental treatment are evaluated by comparing the pretest and posttest scores. The design of this research as proposed by Sugiyono (2014) is follows:
Table III.1 Research type
O1 X O2
Where:
O1 : Pre-test X : Treatment O2 : Post-test
The procedures of pre-experimental design used one group pre-test and post-test design applied in this research are, they are:
1. Administering a pre-test before applying Content-based Summarizing Technique with a purpose measuring the students‟ reading skills in the eleventh grade of SMAN 4 Tapung.
2. Applying treatment in teaching reading by using Content-based Summarizing Technique in the eleventh grade of SMAN 4 Tapung.
3. Administering a post-test after applying Content-based Summarizing Technique with a purpose measuring the students‟ reading skills in the eleventh grade of SMAN 4 Tapung.
4. Comparing the scores of pre-test and post-test.
This research intended to investigate the effectiveness of Content- based Summarizing Technique on improving students‟ reading skills at eleventh grade of SMAN 4 Tapung. By applying the treatment, we can know whether the scores are increasing or not. A pre-test and post-test were given to measure if there were significant differences in scores before and after the
students were taught using Content-based Summarizing Technique. So, the researcher know about the effectiveness when the students‟ get scores.
B. Time and Location of the Research
This research was conducted from August to October 2022 and the location of this research is at SMAN 4 Tapung. Located on Jl. Poros Desa Muara Mahat Baru, Kecamatan Tapung, Kabupaten Kampar, 28464.
C. Subject and Object of the Research
The subjects of this study was the students of the eleventh grade of SMAN 4 Tapung in academic year 2022/2023, while the object of this research was the effect of using Content-based Summarizing Technique on the reading skills of the eleventh grade students of SMAN 4 Tapung.
D. Population and Sample 1. Population
Syafi‟i (2017) stated that the population refers to the number of subjects (data sources). According to Creswell (2012), population is group of individuals that have same characteristic which make the different from others group. Since the design of the research referred to single group, the researcher selected one class only. The target population of this research were the eleventh grade students of SMAN 4 Tapung in academic year of 2022/2023. It has 2 classes; the number of population were 40. The specification of the population can be seen on the table below:
Table III.2
The Population of Eleventh Grade Students at SMAN 4 Tapung
No Class Number of student
1. XI science 20
2. XI social 20
Total 40
2. Sample
In this study, there were students as population. Arikunto (2006) stated that sample is a part of population. It has smaller group as representative of the population. Gay (1992) stated that sample is the individual selected comprise. In this research, the researcher took the eleven science as sample by using purposive sampling. Eleven sciences were used as the object of the research due to the English teacher's directions. The English teacher of SMAN 4 Tapung gave directions to take an eleventh grade science as a research sample because the students in this class have better reading skills than the other class.
According to Sugiyono (2010) purposive sampling is the process selecting a sample that are considered typical of qualities. It means that every individual has the same probability of being selected and selection of one individual in no way effect selection of another individual.
Therefore, all members of the population have an equal and independent chance of being included in the selection of sample. The sample of the research can be seen as follows:
Table III.3 Sample of the Research
No Class Number of student
1. XI science 20
Total 20
E. Techniques of Data Collection
The data were collected by test, using pretest and posttest. According to Brown (2003) test means a method to measure a persons ability, knowledge, or performance in a particular domain. Pre-test was given to the students in the beginning of the research. Then, the post-test was given to the students at the end of the research. The procedures of collecting data are as follows:
1. Test
In this research, the researcher used test. According to Brown (2003), test is a method of determining a persons‟ ability, knowledge, or performance in a specific topic. Reading test was given in this research, it is divided into two categories, pre-test and post-test. The technique used to measure students‟
reading skills, and the researcher applied the techniques of data collection, they are as follows:
a. Pre-test
Before teaching the new material by using Content-based Summarizing Technique, the researcher gave a test to the students. This test was given to know the basic competence for the student and to measuring knowledge skills of individual students. Pre-test was given to the students before being taught by using Content-based Summarizing technique. To measure students‟ reading skills in the pre-test, 20 items given in the form of multiple choice questions with analytical exposition text. Every multiple choice item consist of four answers (a, b, c, d).
