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2.10STUDENTS’ATTITUDES TOWARDS THE READING COMPREHENSION
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1 CHAPTER I
INTRODUCTION
1.1 Introduction
This chapter involves background of the study, the statement of the
problem, the research questions, the purpose of the study, scope of the study,
significance of the study, terms of clarification, and organization of the thesis.
1.2 Background of the Study
There are four language skills to achieve in the teaching and learning
process to give impression of English, namely: Listening, Speaking, Reading, and
Writing (English GBPP; Depdikbud 2004). Reading is an essential skill for
learners of English. For most of learners it is the most important skill to master in
order to ensure success in learning. With strengthened reading skills, learners of
English tend to make greater progress in other areas of language learning. Reading
should be an active, fluent process that involves the reader and the reading
material in building meaning (Anderson, 2003).
As a medium of communication, language is very useful in one’s social
life. Without using language, people in the world could not communicate each
other in their community, many things could be socialized such as; politics,
economics, culture. Through language we build a nice and strong nation by
implicating a good information system.
Among other, reading is one of basic communicative skills, which
2
movement on printed materials, but also the process of understanding the text to
obtain the information or the process of comprehending the text (Nunan, 1991;
Brown, 1994). Furthermore, Anderson (1999:1) defines reading as an active,
fluent process which involves the reader and the reading materials in building
meaning. Anderson (1999 in Nunan, 2003:68) also defines reading as a fluent
process of readers combining information from a text and their own background
knowledge to build meaning. It means that meaning does not only depend on the
reader or the text, but depends on the interaction of both.
Teaching is absolutely necessary for learning program in education
system. Teaching itself offers a general meaning as “Giving instruction to
somebody to know to be able to do something: give somebody knowledge or
skills, etc, give lesson” (Oxford Advance learner’s Dictionary of current English,
1989:886). From these definitions, the writer assumes that teaching means the
activity to give someone knowledge or skill or giving a lesson.
Regarding the objective of teaching of English at senior high school, the
National Curriculum Board of Education (BSNP, 2006) targets the students at the
informational level to understand various types of English written texts to access
knowledge. This means that teaching reading will not be successful if the students
can only read words without understanding the message being read. In other
words, whatever we read should be well understood since, according to Smith and
Robinson (1980), reading comprehension is a process of thought where the
3
Central to this issue, English teachers have many problems how to
improve the student’s ability in reading. Based on the researcher’s experience as
an English teacher, many EFL students of one Madrasah Aliyah in Medan may
approach reading passively, relying on the use of a bilingual dictionary, thereby
direct sentence-by-sentence translations. Despite all the efforts had been made,
reading comprehension remains poor. Moreover, the students think that joining
reading instruction is very tiring and boring since it obliges students to deal with
the meaning of each word. Dymoch (1998, cited in Suharti, 2008) states that
difficulty in comprehending a text results from the lack of understanding of the
language text. It means that poor language understanding can lead to failure in
understanding of comprehension activities and questions. To enhance reading
comprehension ability in English, Alfassi (2004:171) states that students should
“understand the meaning of text, critically evaluate the message, remember the
content, and apply the new-found knowledge flexibly”.
Poor comprehension may also be due to ineffective teaching technique
used to address this skill (Yuill & Oakhill, 1991 in Aarnoutse, 1999). Responding
to this, Pressly (2000 in Duke, 2004) proposes teaching comprehension strategy to
better improve students’ understanding in reading, and that teaching multiple
comprehension strategies can have an even more profound impact. Therefore,
providing students with various strategies may help them determine the meaning
of what is being read.
Referring to those phenomena, this research attempts to investigate the
4
many reading strategies. This strategy intends to help students to improve their
understanding of the texts. Reciprocal strategy provides personalized attentions to
students who are drifting along, dreaming, or becoming disinterested in reading.
Not only do they interact with the teacher but also they get to turn a classroom
tradition around and interrogate the teacher for change.
1.3 Statements of the problem
Reading comprehension is a complex cognitive task for many students
and it is usually considered as a difficult skill for students. As a result, students’
achievement in reading comprehension is still far from being expected. Thus, this
study attempts to investigate the effects of the application of the reciprocal
reading strategy to develop student’s comprehension in reading. Besides, reading
also involves the students’ affective aspect which demonstrates their attitude
towards it. Hence, this study focuses on investigating the students’ attitude
towards the use of reciprocal strategies in reading comprehension activities.
1.4 Research Questions
This study attempt to address the following questions:
1. Can Reciprocal strategies improve the students’ reading ability in
comprehending English Narrative texts?
2. What are the students’ attitudes toward the use of Reciprocal strategies as
5 1.5 Purposes of the study
The purpose of this study is of the first grade students at one MAN in
Medan by providing them treatment focusing on improving the students’ reading
comprehension. The specific objectives are:
1. To investigate whether the Reciprocal strategies can improve student’s
reading comprehension ability
2. To identify the students’ attitudes to the application of Reciprocal
strategies in reading instruction.
1.6 Scope of the study
This study focuses on investigating the effectiveness of using reciprocal
strategies to enhance students’ reading ability in comprehending narrative texts.
The reason behind this choice of narrative texts is due to emphasis of the demand
of English curriculum (2006) that narrative text get greater time allotment to be
taught to the first years of the Islamic Senior High School (MAN) in Medan.
1.7 Significance of the study
This study is expected to contribute to the development of EFL reading
instruction especially for the English teachers of Senior High School. Further, this
study is hoped to enrich English teachers with varying teaching reading strategies.
After finishing the application of Reciprocal strategies, this study is expected to
6
comprehension themselves. Finally, the result of this study may inspire other
researchers to conduct research on other issues in teaching reading.
1.8 Terms of Clarification
In this study, there are several terms that need to be clearly defined in
order to avoid misunderstanding and ambiguity. The definitions of the terms in
this study are as follows:
a. Reciprocal strategies are defined as instructional activity that takes place
in the form of a dialogue between teachers and students regarding
segments of text. The dialogue is structured by the use of four strategies:
question generating, clarifying, prediction, and summarizing. Teacher and
students take turns assuming the role of teacher in leading this dialogue
(Palincsar & Brown, 1986; Manzo, 1968).
b. Reading comprehension is defined as a complex information processing
skill in which the students interacts with the text in order to (re) create
meaningful discourse (Silberstein, 1994; see also Brumfit, 1980 in Ozek,
2006).
c. Narrative is defined a type text which functions to entertain, i.e. to gain
and hold the reader’s interest in a story. It may also seek to teach or
inform, to embody the writer’s reflections on experience (Derewianka,
7 1.9 Organization of Thesis
This study consists of five chapters. Chapter one presents general
description of the introduction to the topic of the study. Chapter two discusses the
theories to support the study. Chapter three elaborates the methodology of the
study. Chapter four presents the data, the data analysis result and discussion of the
38
CHAPTER III
METHODOLOGY OF RESEARCH
3.1 Introduction
This section will discuss some important elements related to research methodology is that the research design, research site, population and sample,
instruments, variable and hypothesis, treatment, data collection, and data analysis.
3.2 Research Design
In line with the aim and purpose of this research, to find the effect of
Reciprocal strategy on the development of students’ reading ability, the design
used in this research is true experimental design, a type of research design which
includes experimental and control groups random sampling (Hatch Lazaraton,
1991).This study will employ experimental method. The quantitative method is
employed because this study wants to see “the effects of Reciprocal strategies on
reading comprehension. To find the data, the researcher will conduct a true
experimental research random sampling. The experimental group will be treated
with Reciprocal strategy and the control group will treat with a three phase
techniques. The treatment will be employed approximately eight meeting. To
support the data from the treatment, questionnaire on the students’ attitude
towards the application of the strategy is also conducted.
Experimentation provides a method of hypothesis testing (Hatch and
39
tentative answer or hypothesis. The hypotheses are null hypothesis. The
researcher tests the hypothesis, confirm or disconfirm them in the light of the
controlled variable relationship that the experimenters observed. Hadi (1988)
states it is important to note that confirmation or rejection of the hypothesis is
stated in terms of probability rather than certainty. The schematic representation
for the experimental on the true design is:
Treatment group G1 (random) T1 X T2
X: Treatment using Reciprocal strategy in teaching reading narrative texts
The research design has main characteristics. The characteristics are (1) it
has two groups of subject namely experimental and control group; (2) the subjects
are taken randomly; (3) pretest is administered to capture to initial differences
between the groups; (4) the experimental group is manipulated with particular
treatment. In this study, the experimental group taught using Reciprocal strategy
with reading narrative text, while the control group is taught by a three phase
techniques; (5) both group are measured twice (Farhady, 1981).
The pretest is carried out to see the students’ actual ability before the
treatment while in posttest, the respondents of the two groups will be given the
test after the treatment of the experimental group had been trained about the
40
This study attempts to seek the empirical evident of whether independent
variable affects dependent variable and to identify the significance of the effect.
To know the effect of independent variable, the study used pre-test, treatment, and
post-test. The score data of pre-test and post-test were then, counted and
compared to find out whether there is a significant difference on students’ reading
achievement after conducting the treatment.
Questionnaire is also applied to support the score data in accordance with
students’ reading achievement. The questionnaire is administered to find out
students’ attitudes toward the application of reciprocal strategy in teaching
reading narrative texts. The response involves the students’ attitude, feeling, and
thoughts about the application of reciprocal strategy.
3.3 Research Site
The research was conducted at one MAN in Medan for several reasons.
The first reason is that the school is located near the researcher’s place. This gave
an ease to the researcher in term of time management in executing the research.
The second one is that as a teacher in this school, he/she hoped to get access easily
to the research site and thus increasing feasibility of the study. And the last reason
is based on the researcher experience, in that school, the teachers are not used the
strategies in teaching reading, therefore, the data collection of the research would
be more accurate and valid. If so, the result of this study will be a great
importance and useful input for that school in developing and supporting reading
41 3.4 Population and Sample
The population of this study was the tenth grade of one MAN in Medan,
These graders are taken as the population because the researcher wants to improve
the students’ achievement in English especially in reading comprehension. Then
the ability of first grade students in reading instruction seems to be lower than it is
expected. Moreover, it is intended to help students to look for alternative solution
in reading development from the beginning grade to be promoted to the higher
grade. Furthermore, first grades’ reading achievement will have great impact to
the coming achievement in the next grade.
The sample of this research was selected randomly from the tenth grade
student, consisting of 120 students as population. There are 60 students were
chosen randomly, with equal number of male and female students. (Sugiyono,
2006, p.56; see also Hatch & Lazaraton, 1991). In addition, Arikunto (1989) said
that if the subject is less than 100, it is better to take all of them. If they are more
than 100, it can be taken 25% until 50% of population as the sample. To keep
their privacy and confidential real identities, their names were disguised.
Furthermore, this study divided into two groups, thirty students for control group
and thirty students for experimental group. This study use purposive sampling to
get equal proportion the data between male and female in learning reading
42 3.5 Data Collection
In collecting the data, the researcher has three kinds of instruments
namely: (1) material for conducting a treatment which is in the form of the lesson
plan and reading texts of narrative genre; (2) pre-test and post-test item, and (3)
questionnaires. Questionnaire in this study is carried out as a means of giving
students opportunities to express their thoughts or feelings about the application
of Reciprocal strategy whether it gives good impact on their reading
comprehension.
3.5.1 Materials for treatment
The material consists of lesson plan and reading materials taught in
classroom in term of narrative texts. The lesson plan is written by adopting the
Wallace’s model of lesson plan (1992, see appendix I). Furthermore, the reading
materials are taken from the English Book for SMU/MAN students used in
Madrasah Aliyah Medan (see appendix II).
3.5.1.1 Pre-test and Post-test of Reading Narrative Text
The pre-test is given in the first meeting to know the starting skill of the
students’ reading ability before the experimental group and control group are
treated. Both pre-test and post-test are in the form of reading narrative texts
followed by ten essay questions in order to identify the students’ answer of the
question using reciprocal strategy. The result of the pre-test can be used to match
43
seen the students’ improvement. Meanwhile, the post-test is conducted at the end
of the teaching learning process in order to find out the influence of reciprocal
strategy in the students’ achievement on their reading comprehension.
The scoring system used in the row score developed by the researcher. The
questions delivered in this test consist of “Summarizing strategy” which is given
five points (two questions). “Questioning strategy” (two questions) which is
score three points. “Clarifying strategy” which is given one points (three
questions). “Predicting strategy” which is given two points (three questions). The
total scores are twenty five, then times four, so the maximum score is one
hundred. This system of scoring is done since each strategy has different level of
comprehension as proposed by Sianipar (2002); literal, inferential, evaluation, and
appreciation level of comprehension. The materials of the test are taken from an
English book for SMU/MAN students which have not been used in their English
class (see appendix III).
3.5.1.2 Validity of the Pretest and Posttest of Reading Narrative Text
Before the materials were tested to the respondents, test of content
validity and reliability were conducted. Scarvia et al. (1975) cited in Arikunto
(2007) said that a test is valid if it measures what it has to be measured.
Furthermore, Heaton (1988) states that there are several types of validity. Some of
them which are related with this study are content validity, and external validity.
The content validity can be fit if the test items reflect the contents of the
44
appreciation level of comprehension as required by KTSP 2006. The test items
should have relationship with the course objectives (Heaton, 1988).
Furthermore, the external validity of the instruments in this study was
reached by correlating the results try-out with the students’ English scores they
gained in first semester. In this study, the Pearson Product-moment Correlation
Formula is used (Hatch and Lazaraton, 1991). The scores will be analyzed by
using computer program of Statistical Package of the Social Science (SPSS).
3.5.1.3 Reliability of the Pretest and Posttest of Reading Narrative Text
In term of the reliability of the test, the researcher used test retest method
(Arikunto, 2007). In this case, the researcher conducted a try out for the test
before the students have the real pretest. And the span period between the tests
was about seven days as to avoid students’ memorization about the items test
since the given test was the same in terms of the text and the questions. The result
of the two tests was compared. Since, the students got approximately the same
scores for both test, it can be said that the test items were reliable. In addition, the
result of the tests was analyzed using correlation analysis (Pearson Product
Moment) to find the significant correlation (Hatch and Lazaraton, 1991). The
statistical analysis is computerized using SPSS 12 program.
In order to judge whether the item test given to students was adequate
enough based on reciprocal theory, the supervisors of this research had been ask
to give a judgment about reading test given to students both for pretest and
45
reciprocal strategy. Both supervisors are English lectures and regarded as the
experts of education at Indonesia University of Education.
3.5.2 Questionnaire
Questionnaire was administered as a means of giving the students an
opportunity to express their feeling, opinion, or thoughts toward the application of
reciprocal strategy. In other words, it’s done to see whether the students feel
comfortable learning English using reciprocal strategy, especially in reading
instruction. There are two sets of questionnaire which used and consisting of 16
items. One set was given to the students involved in the experiment group and the
other for the control group. It’s based on cognitive strategy consisting of eight of
which were shown to be positively correlated to reading achievement and eight of
which shown to be negatively correlated to reading. Positively correlated
strategies included: Summarizing, getting main idea (item 1-4); self generated
questions, rereading of the story (item 5-8); taking note, guessing meaning,(item
9-12); and imaging, underlining important story part (item 13-16).
To get closer over what respondents did during comprehension, the
researcher set up 16 Reading Strategy Questionnaire (RSQ), adopted from Padrón
(1992 cited in Laurence, 2007). The questionnaires were translated into
Indonesian to assist the respondents understanding those questions. There are
thirty students involved in the questionnaire. The questionnaire can be seen in
46 3.5.2.1 Validity of Questionnaires
Concerning the questionnaires, both questionnaires for control and
experiment groups have also been consulted to the advisors of the thesis and
stated to have logical validity, i.e. they are understandable by many other people
(Neuman, 2003). It also was reviewed and validated by colleges of English
Department Indonesia University of Education in terms of the clarity, bias,
conciseness, and the possible meaning for all readers.
3.5.2.2 Reliability of Questionnaires
The items were developed following the guidelines from Oppenheim
(1982). The type of the questionnaires is Likert-Scale with five options: Strongly
Disagree, Disagree, Uncertain, Agree, and Strongly Agree. This type of scale was
chosen because it is less laborious and a reliability coefficient of .85 is often
achieved (Oppenheim, 1982).
The odd items are positive statements, i.e. statements which reflect positive
attitude toward the issue being addressed. On the other hand, the even items are
negative statements. For example, item number 2 is actually the opposite of
statement in item 1. So, there are four pairs of items. Composition like this is
aimed at making sure the consistency of students’ attitudes to the questionnaire.
The scoring for positive items is 1 for Strongly Disagree, 2 for Disagree, 3 for
Uncertain, 4 for Agree, and 5 for Strongly Agree. On the other hand, for the
negative statements, the scoring is reversed, thus it is 5 for Strongly Disagree, 4
47
the total score, the more positive is the students’ attitudes toward the issue being
addressed (Oppenheim, 1982).
3.6 Variables and Hypothesis
Variables are condition of characteristics that the researcher manipulates,
controls and observe. There are some variables in this study that need to be stated,
such as independent variable, dependent variable and control variable. The
independent variable in this study is teaching reciprocal strategy to the eleven
grade of one MAN in Medan. Meanwhile, the dependent variable in this study is
the reading comprehension score. Moreover, control variable which is held
constant in order to neutralize the potential effect it might have on behavior. Thus,
the control variable in this study is the eleven grade students of one MAN in
Medan.
Hypotheses are designed to be a guide of proving the temporary
assumption of this research. The hypotheses of this research are the null
hypothesis (Ho) (Hatch and Farhady, 1982, p.86). There is no significant
difference between reading posttest scores of experiment and control group as the
null hypothesis (Ho).
3.7 Schedule for Treatment
The process of teaching learning activity in the experimental group and
control group was conducted under the same manner. It means that the actual face
48
total meeting for each group is eight meetings. The schedule of experimental
group as well as the control group can be seen in the following table:
Table 3.1
• Material and Equipment : “A Greedy Dog”
49
a. Pre-reading activities
1) The teacher hand out a passage of text to each student in the group
2) The teacher asks students to give the responds about the text.
3) Reciprocal strategy about the new vocabulary
4) The teacher explains the new strategy to be employed in reading
activities
b. While-reading
1) Both teacher and students will silently read of the text.
2) The teacher asks students the kinds of questions
3) The teacher gives the students oral familiarity with some difficult
words
4) Teacher model of good questioning behavior
c. Post-reading activities
1) Students discuss their problem about the prediction of the text
2) Students are permitted to ask some clarification of their difficulties.
Evaluation
After the discussion, the students are given essay test about the text.
b. Classroom activities for control group • Skill focus : Reading narrative texts
• Level : MAN
50 • Time : 2x45’
• Material and Equipment : “A Greedy Dog”
• Presentation
a .Pre-reading activities
1) The teacher hand out a passage of text to each student in the
group
2) The teacher introduce the passage and students read silently
3) The teacher asks students to give the responds about the text
b.While-reading
1) The teacher reads the text for the students
2) The teacher gives students some questions about words in the
text
3) Students discuss the text in a small group
4) The teacher nominates the students to read the text
c. Post-reading activities
1) After reading the passage students independently answer
comprehension questions
2) The students asked to note any difficult words and these were
discussed with the group
3) The teacher sums up the material
Evaluation
51 3.8 Technique for Collecting Data
The technique of collecting data used in this research are pre-test, post-test
and questionnaire, they were tried out to subjects from the same population but
not included in the study samples, to make sure the validity and reliability of the
instruments and the clarity of the instructions. To get a clear description of the
influence of learning through Reciprocal strategy, pre-test and post-test are
conducted, to justify the result of the computation; questionnaire is used to cross
check the data.
3.8.1 Pre-test
The pre-test is carried out to identify the student’s initial ability in reading
skill. It is given in the first meeting to find out the student’s ability before they get
the treatment. The test materials are in the form of a reading narrative texts
followed by ten essay questions that the students have to answer. The pre-test
scores are supposed to serve as a controlled variable to identify the ability of both
experimental group and control groups in reading before the treatment about
Reciprocal strategy
3.8.2 Post-test
The post-test is conducted similarly as the pre-test. It is used to measure
how effective the treatment of Reciprocal strategy is when given to them. The
post-test items are equal to that of in pre-test but the text is different. Finally, the
52
out their attitudes toward learning reading comprehension through reciprocal
strategy.
3.8.3 Questionnaire
Questionnaire was administered as a means of giving the students an
opportunity to express their feeling, opinion, or thoughts toward the application of
reciprocal strategy. In other words, it’s done to see whether the students feel
comfortable learning English using reciprocal strategy, especially in reading
instruction.
3.9 Data Analysis
3.9.1 Pre-test and Post-test Analysis
The data gain from the pre-test and post-test will be analyzed by using
case 2 t-test formula to see the different mean of pre-test and post-test score
between the two groups, the experimental group and control group with the level
significant of 0,05 (Lazaraton and Hatch, 1991, p.288).
The significance of the test will be analyzed by using the computer
program of Statistical Package of the Social Science (SPSS). This statistical
analysis is used for reason that we want to compare the performance of both
students’ groups (control and experiment), and to find out whether the means of
two groups are truly differ, in other words, it is to see if there is an influence of
reading Reciprocal strategies on reading comprehension.
After the t-obs obtained, this result is consulted with the critical value. If
53
between using reciprocal strategy and the conventional strategy in term of
students’ mastery of reading comprehension. In other words, the hypothesis of
this study is accepted. On the contrary, if the t-obs is higher than the critical value,
then, it means that there is significant difference between using reciprocal strategy
and a three phase techniques in term of students’ mastery of reading
comprehension. Thus, the null hypothesis is rejected.
3.9.2 Questionnaire Analysis
The questionnaire which is aimed at finding out students’ attitude toward
reading reciprocal strategy will be analyzed by using Likert scales (Oppenheim,
1982). The scoring criteria for each item will be determined by that scale with a
checklist on the questionnaire sheet. Before they were analyzed, the attitudes were
crosschecked with the students to avoid misinterpretation. Having crosschecked,
the data were analyzed, interpreted and explained in relation to the theories
discussed in chapter II.
Meanwhile, the findings from the questionnaires were discussed related
with the students’ posttest scores to support the first question, i.e. if the students’
attitudes toward the reciprocal strategy are significant in improving their reading
comprehension.
3.10 Conclusions
This chapter has been written to discuss a detailed methodological
54
answering the two research questions. The data were collected through pretest and
posttest of reading comprehension in narrative text, and questionnaires and then
analyzed by the reciprocal theory in teaching reading narrative. The whole
80
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter presents conclusions which are described from the data. Based
on the conclusions and recommendations are given both for practitioners or
further researchers.
5.2 Conclusions
To conclude the result of the study, the researcher will discuss based on the
research questions as proposed in chapter I section 1.3. There are two research
questions, which underpinned in this study. Each of them, in this part, will be
reasserted and it will be followed by its explanation and description in order to
answer the problem being raised.
Based on the analysis data got from pretest and posttest scores of
experimental group and control group and from the questionnaires. Some
conclusions can be presented.
First, related to the first research question i.e. “Can reciprocal strategy
develop students’ reading comprehension of English narrative text? The data
shows that there is significant difference between the posttest score of students in
experimental group and students in control group. Therefore, the implementation
81
effective in improving student’s reading comprehension ability. (Palincsar &
Brown, 1986); Manzo, (1969).
Second, regarding the second research question: “What are the students’
attitudes toward application of reciprocal strategy in reading instruction?” the data
from the questionnaires given to the experimental group shows students’ positive
responses toward reciprocal strategy. Meanwhile, data from questionnaire given to
control group shows students’ negative responses toward the three face techniques
and to certain shows preference to reciprocal strategy. So, it can be concluded that
reciprocal strategy can increase students’ interest and motivation in reading
English text and can help them to improve their reading comprehension ability. In
this study presents the weakness of the research is about the instruction of the
three face techniques sometime is taught by summarizing, predicting, questioning,
and clarifying strategy but they are not stated in the teaching procedure for control
group.
5.3 Recommendations
Based on the finding of the implementation of reciprocal strategy, there
are some recommendations proposed both for further research and for practical
purposes. The recommendations are intended to enhance and find the best way in
teaching reading for senior high school students. Beside, they are also proposed to
offer an alternative solution for helping students and institution due to the
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curriculum of education. Furthermore, the researcher offers some
recommendations as follow.
First, this study focuses only on reading narrative text, it is suggested for
further research to involve wider type, such as report text, expository text, to help
the students in accessing knowledge in the global era.
Second, based on the result of the study there are some recommendations
proposed. For the institution, it is suggested that Madrasah Aliyah School adopts
reciprocal strategy since it is an appropriate alternative to develop students’
reading ability. The strategy can encourage the students to determine the meaning
of what is being read and provide s simple taxonomy for thinking and generating
answers. For the teacher, first it is recommended that English teachers can
encourage their students to approach the text by analyzing the text, find the
important point in the text in order to help them in gaining better understanding of
reading text. Moreover, the students also can use of reciprocal strategy as
proposed by Palincsar & Brown, 1986).
Third, scaffolding and guidance should be provide as much as possible in
accordance with the students’ lack of background knowledge in order to lead the
students to summary the text with their own words since this strategy were rarely
solved well by the students who have limited vocabularies and background
