THE CONTRIBUTION OF STUDENTS’ READING ABILITY TOWARD STUDENTS’ WRITING SUMMARY IN THE SECOND GRADE STUDENTS’
OF PESANTREN MANAHILIL ULUM GUPPI SAMATA TK.1 PROVINSI SULAWESI SELATAN
A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan in English Education Department
of Tarbiyah and Teaching Science Faculty of UIN Alauddin Makassar
BY
AESOH LOHBUESA Reg. Number: 20400113200
ENGLISH EDUCATION DEPARTMENT TARBIYAH AND TEACHING SCIENCE FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR
ii
Nama : Aesoh Lohbuesa
NIM : 20400113200
Tempat/Tgl.Lahir : Yala, Thailand/27 Oktober 1994 Jur/Prodi/Konsentrasi : Pendidikan Bahasa Inggris/S1 Fakultas/Program : Tarbiyah dan Keguruan
Alamat : Kampus I UIN Alauddin Makassar
Judul : The Contribution of Students’ Reading Ability toward Students’ Writing Summary in the Second Grade
Students’ of Pesantren MANAHIIL ULUM GUPPI Samata TK.1 Provinsi Sulawesi Selatan.
Menyatakan dengan sesungguhnya dan penuh kesadaran bahwa skripsi ini benar adalah hasil karya sendiri. Jika dikemudian hari terbukti bahwa ia merupakan duplikat, tiruan, plagiat, atau dibuat oleh orang lain, sebagian atau seluruhnya, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.
Samata, Gowa, 2017
Penyusun,
v
ACKNOWLEDGEMENTS
بِسۡمِ
ه َللّٱ
حۡمَٰنَِرلٱ
هميهحَرلٱ
Hamdan wa Syukran Lillah, the researcher would like to express her high
gratitude to the God Almighty, Allah Subhanhuwata’ala, who has given blessing,
health, power and inspiration to finish her thesis, Salawat and Salam are
addressed to the final and chosen messenger the prophet Muhammad SAW who
brought us from the darkness, to the lightness.
The researcher realizes that this writing would not finish without help
and the guidance from a number of people. So, the researcher gives also a lot of
thanks to the following individuals:
1. Dr. Kamsinah, M.Pd.I., and Dr. H. Erwin Hafid, Lc., M.Th.I., M.Ed., as
consultants for their guidance and advice during this thesis writing.
2. Prof. Dr. H. Musafir Pabbari, M.S., as the Rector of Islamic State University
of Alauddin Makassar for his advice and support.
3. Dr. H. Muhammad Amri, Lc,M.Ag., as the Dean of Tarbiyah and Teaching
Science Faculty for his advice and motivation.
4. Dr. Kamsinah, M.Pd.I., and Sitti Nurpahmi S.Pd., M.Pd., as the Head and the
Secretary of English Department of Tarbiyah and Teaching Science Faculty
Of Alauddin State Islamic University Makassar who have helped, guided, and
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6. The researcher’s father, Doloh Lohbuesa, and her lovely mother Rohana
Adae. Who always pray, encourage, educate and provide countless material
supports, so that, she could finish this thesis writing and her study in UIN
Alauddin Makassar.
7. The researcher’s special friend Fitriah Rahmadhana great thanks for your motivation and support.
8. Her beloved family of PBI 9,10 for their sincere friendship and assistance
during the writing of this thesis.
9. The second grade students’ of Pesantren Manahilil Ulum Guppi Samata for their great participation during the research.
10. All of the people around the researcher’s life whom could not mention one by one by the researcher who has given a big inspiration, motivation, spirit and do’a for her.
Finally, the writer realizes that this thesis has not been perfect and still need more suggestions. However, the writer hopes that this thesis would be beneficial to other people. May Allah SWT bless us, Amin.
Makassar, 2017 Writer,
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TABLE OF CONTENTS
TITLE PAGE ... i
PERNYATAAN KEASLIAN SKRIPSI ... ii
PERSETUJUAN PEMBIMBING ... iii
PENGESAHAN SKRIPSI ... .iv
ACKNOWLEGMENTS ... .v
TABLE OF CONTENTS ... viii
LIST OF TABLES ... .ix
LIST OF APPENDICES ... x
ABSTRACT ... xi
CHAPTER IINTRODUCTION A. Background ... 1
B. Research Problem... 4
C. Research Objective... 4
D. Research Significance ... 4
E. Research Scope ... 5
F. Operational Definition of Terms ... 5
CHAPTER REVIEW OF RELATED LITERATURE A. Related Research Findings ... 10
B. Some Pertinent Ideas ... 11
1. Reading ... 11
2. Writing ... 18
C. Theoretical Framework. ... 29
D. Hypothesis ... 30
CHAPTER III RESEARCH METHOD A. Research Design ... 31
B. Research Variable ... 31
C. Research Population and Sample ... 31
1. Population. ... 31
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F. Data Analysis Technique ... 33 CHAPTER IV FINDING AND DISCUSSION
A. Finding ... 37 B. Discussion ... 42 CHAPTER VCONCLUSION AND SUGGESTION
A. Conclusion ... 44 B. Suggestion ... 45 BIBLIOGRAPHY
APPENDICES
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LIST OF TABLES
Table 2.1 : The Schema of Conceptual Framework………...23
Table 3.1 : Classification The Students’ Score Answer……….26
Table 3.2 : Interpretation of Correlation Coefficient “r” Score……….30
Table 4.1 : Rubric Writing Assessment……….31
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Appendix III : The Result of Writing Score………...53 Appendix IV : The Result of Reading Score………..…55
Appendix III : Data Collector of Students……….57
Appendix IV : Table Correlation Coefficient “r” Product moment…………...58
xi ABSTRACT Researcher : Aesoh Lohbuesa
Nim : 20400113200
Title : The Contribution of Students’ Reading Ability toward Students’ Writing Summary in the Second Grade Students’ of Pesantren MANAHILIL ULUM GUPPI Samata TK. 1 Provinsi Sulawesi Selatan.
Consultan I : Dr. Kamsinah, M.Pd.I.
Consultan II : Dr. H. Erwin Hafid, Lc., M.Th.I., M.Ed.
The research is about the contribution of students reading ability toward students writing summary, most of the students have problems to achieve a better grade in reading and writing, and it can be influence their other skills in learning English, Therefore, the research conducted this research to solve the problems. The objective of the research was to find out whether or not the contribution of students reading ability toward students writing summary in the second grade students of Pesantren MANAHILIL ULUM GUPPI Samata TK.1 Provinsi Sulawesi Selatan. This research focused on the reading ability and writing summary.
The method that is used in this research is correlation research by using two instruments, test and documentation. The subjects of this research were 40 students in the second grade of Pesanren MANAHILIL ULUM GUPPI Samata TK.1 Provinsi Sulawesi Selatan in academic year 2016/2017.
The result of the research shows that this quantitative data can be analyzed in correlation, in conducting this research, the researcher used reading test, writing summary test and documentation to collect the data. from the data analysis mean score of the average level of reading ability score is (73.2) while the average for writing summary score is (74.9) was higher than the score in test. Evident from the result obtained correlation coefficient of determination is (0.353) it can be concluded that the level of correlation is good influenced by the reading ability and writing summary the students of class second grade students of Pesantren MANAHILIL ULUM GUPPI Samata TK.1 Provinsi Sulawesi Selatan. So this should be a concern to optimize the develoment of reading to students in particular and society in general.
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English is one of the most popular languages used by people nowadays. Most of the countries around the world have used English as their second or first language. English also have a vital role in the world because it is always used in international forum. The other reason why English is so popular because it becomes language of business and many popular cultures (American movies) used English. In Indonesia English become the first foreign language beside France and Germany that is taught in Indonesian’s school. It is taught from the Elementary School, Junior High School, Senior High School, and University level, even there are some Kindergarten in Indonesia that is taught basic English to the student.
Basically, English has four main language skills; Reading, Writing, Speaking and Listening. These four skills in language related each other, people who use language have a number of different ability; some are able to read and write while others are able to speak and listen well. Reading and writing are said to be productive skills, while speaking and listening are said to be receptive skills.
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effective tools to acquire various written information including science and technology.
Meanwhile, writing is the skill is possessed by human being to produce ideas and thoughts in to the writing people are able to share their experience, explain opinions and suggest or persuade the reader to write. It is also very important for education in completing their assignments like the report, proposal and scientific writing.
Approaching reading-writing relations from a directional perspective is the most relevant model for pedagogical concerns as it helps teachers decide whether reading should lead to writing or whether writing should lead to reading in their instruction. The use of writing to enhance reading has also generated a great deal of debate among those searching for methodologies that increase improvement in reading proficiency. Indeed, writing before, during, or after reading, was shown to assist reading and readers in a number of ways. Many studies have proved the contribution that writing gives to a reader.
In the era of the development of science and technology is develop rapid as now, it felt that human life can’t be separated from the activity of reading. The
Based on the preliminary study and observation with students in the second grade at Pesantren MANAHILIL ULUM GUPPI Samata TK. I Provinsi Sulawesi Selatan, some problems are found from the students based on previous observation, the researcher finds out some problem that the students do not take attention and understanding in reading, then, after doing the observation toward the students that the researcher finds out student’s ability in reading is not
satisfied. Such was the case according to this observation the researcher is interested to study about student’s problem toward understanding of reading at class second grade with idea of this research the contribution of students’ reading
ability toward students’ writing summary all of knowledge and method that the
researcher obtains from this research can help the teacher to use the method in teaching English in future.
Therefore, English language learning, especially reading is maximal. In the following study students seen less conscious, this is because teachers in reading learning materials using the method to read a story and writing summary. Teachers in the English language learning students only provide the text, and that told the students to answer questions from the reading text. So that students’ reading skills are lacking even be said is still a concern, it seen from the
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Summary in the Second Grade Students’ of Pesantren MANAHILIL ULUM GUPPI Samata TK. I Provinsi Sulawesi Selatan ”.
B. Research Problem
Based on the background, the researcher formulates the problem as follow: “What is the Contribution of Students’ Reading Ability toward Students’
Writing Summary in the second grade students’ of Pesantren MANAHILIL ULUM GUPPI Samata TK. I Provinsi Sulawesi Selatan?”
C. Research Objective
Based on the formulation of the problem above the purpose of this study is to find out the contribution of students’ reading ability toward students’ writing
summary in the second grade students’ of Pesantren MANAHILIL ULUM GUPPI Samata TK. I Provinsi Sulawesi Selatan.
D. Research Significance
This research is expected to give two contributions, they are: theoretical and practical contributions.
1. Theoretical Significance
The result of this research is expected to be a useful and can give a way to reading ability and writing summary in teaching and education institution.
2. Practical Significance
This research beneficial for the students, teacher, and school. For the students and teacher, the result of this research can be useful in learning especially who are concerned to students’ reading ability toward students’
summary. For the school, it is also expected to provide information and reference in order to improve the quality of education by the application of active learning model in learning at school.
E. Research Scope
The scope of the research focuses on the contribution of students’ reading ability toward students’ writing summary of second grade student in academic
years 2016/2017 of Pesantren MANAHILIL ULUM GUPPI Samata TK. I Provinsi Sulawesi Selatan.
F. Operational Definition of Terms
The title of this research is “The Contribution of Students’ Reading Ability toward Students’ Writing Summary in the second grade students’ of Pesantren MANAHILIL ULUM GUPPI Samata TK. I Provinsi Sulawesi Selatan” to make understanding about the title of this thesis easier, the researcher explained some technical terms in this title:
1. Reading
Reading, one of language skills, should be mastered well by the students because reading is an essential factor that influences one of activates in communication. Reading is regarded as a decoding skill that is interpreting codes into ideas. People consider reading as an important activity so that people usually say that reading is the window of the world. By reading, people can get the information widely without going anywhere.
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between the perception of graphic symbol that represent language and reader’s
language skill and knowledge of the world
Reading is one of the language skills that must be learned by learners of English as a foreign language. Success in studying depends in large part on our ability to read Wahida (2012:15) stated that the purpose of reading in many languages is to inform ourselves about something we are interested, or to challenge certain our method. In other words, to extend our experience of the world in which we live. A person may need to get information. Reading is not an easy matter, but it is a complex process. It does not involve the readers’ ability to read the text but also, the readers' experience to comprehend it. People read many kinds of written materials such as newspapers, magazines, novels, academic books, and so on. Through reading, people can get many information, knowledge, and enjoyment. Therefore, the ability to read the text in any form will bring great advantages to the readers.
Chambers and Lowry (in Megawati 1997:7) state that reading is more than morally recognizing the words for which certain combination of thinking responses. Those thinking responses are feeling and defining and some need, identifying a selection for meeting the need, selecting from alternative means experimenting with choices, rejecting or reining the chosen route, and devising some means of evaluating the result.
written or printed material from what was been read and improve a construct of ideas depend on the experience or prior knowledge of the reader.
2. Writing
Writing is an English skill defined as how to express ideas on a paper to form words, words to sentences, sentences to paragraph. The ideas of writing may be from writer’s feeling, opinion, or may come from prior knowledge such
as result of reading book, discussion or hearing and watching TV.
Graham and Perin in Subaedah (2011:10) explain that writing well is not just an option for young people-it is a necessity. Writing skill is predictor of academic success and a basic requirement for participation in civic life in the global economy, while Writing is not a simple language skill to perform because of it is large areas that must be involved. In producing a piece of writing, linguistic competence and extra linguistic competence are always involved. The fact is that writing is not only a means of expression, but it is also an essential criterion of competence in any field. This means that to write is to seek expression or to have something to say through the application of linguistic system.
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Bram (1995:6) defined, writing means to produce or to produce a message or messages into written language. It involves an activity process to organize and formulate the ideas on the paper so that the reader can follow the writer message as well as oral form.
Based on the definition above, the researcher concludes that writing is a kind of activity process that put the ideas, experiences, and feeling into paper in order to make a communication between the writer and the reader.
3. Summary
Summary is an overview of content that provides a reader with the overarching theme, but does not expand on specific details. A summary describes a larger work (such as an entire book, speech, or research project), and should include noticeably less content then the original work. Summaries can save a reader time because it prevents the reader time from having to actually go through and filter the important information from the unimportant. “Ben was
able to review the well-written summary provided by his peer, instead of re-reading the entire textbook, and as a result the still received an A on his mid-term.”
Cohen (1988:247) claims that summarizing task on reading comprehension tests can be considered as “authentic” tests since they have characteristics of
important role while having the restrictions regarding length, format and style, since the assessor already knows what is really included in the original text. At the same time, Cohen believes that to produce successful summaries, students need to have reading skills, as well as writing skills, because in order to complete this task successfully students require selecting and using reading strategies effectively, while performing the writing task appropriately.
Heller (1995:40) postulates that, “the process of summary writing may be the ultimate example of making connections between reading and writing: summaries require the writer first to read and fully comprehend the prose and then to reduce the text to its gist, or main ideas. It requires knowledge of the facts and the opinions plus the ability in infer main points and to judge what is important enough to include in the condensed version.”
Sherrard (1989:17) in her study on text comprehension insists that expert summary writers make decisions on the basic of the entire text, while poor summary writers and younger summary writers mainly focus on sentences and details. In her conclusion she has named three principle components: content, structure, and style features which should be included in a matured summary.
10 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with some related research findings, the concept of
reading and writing, and some pertinent ideas.
A. Related Research Finding
Hasnawati (2004:6) in her study, Improving the Reading Ability of the
Second Years Students of SLTPN 2 Takalar, She concluded that the students
still have low achievement in reading for ability. The students still encounter
difficulties in finding both explicit information in finding main idea in passage.
Jamil (2010:12) in thesis entitled “Improving Reading Comprehension thought Critical Reading of the first Year Students at MA Manahili Ulum Guppi
Samata Gowa” the research emphasize that the purpose of the “critical reading is
reading with an awareness of similarities and different between what the reader
has already seen, and what reader is seeing in the word” in this study more
emphasis on improving reading skills at an advanced level (college) and did not
recommended for beginners, intermediate level, such as teaching at the
equivalent junior, high school or equivalent. So the end result was discovered by
researcher in the use of critical reading is considered less effective in improving
students’ reading comprehension at Guppi MA Manahili Samata, Gowa.
Rusmiati (2010:15) in her research with title “Improving Students’ Writing
Ability through Writing Task on Unforgettable Experience of the Second Year
Students of MAN Barakka Kabupaten Enrekang”. She said that writing is more
that unforgettable experience can improving the students’ writing ability because
it can make the student develop their ideas.
Based on the explanation above, the research will be slightly different from
the previous researches. The different is this research use descriptive quantitative
research; it is different with the previous researches which use experimental
research. The similarity between the previous researches with this research is
that research focus in students’ reading ability toward writing summary.
B. Some Pertinent Ideas
1) Reading
a. Definition of reading
There are some definitions of reading given by some other as follows:
1). Haris and Sipay (1980) explain that reading is the meaningful interpretation
of written verbal symbol. Reading is a result of interaction between the
perception of graphic symbol that represent language and reader’s language skill
and knowledge of the world.
2). Chambers and Lowry (in Megawati 1997:7) state that reading is more than
morally recognizing the words for which certain combination of thinking
responses. Those thinking responses are feeling and defining and some need,
identifying a selection for meeting the need, selecting from alternative means
experimenting with choices, rejecting or reining the chosen route, and devising
some means of evaluating the result.
3). Kustaryo (1988:11) says that, reading is a complex process in which
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language background, mind sets, and reasoning abilities, and they anticipate
meaning on the basic of what has been read.
4). Richards (2002:273) say that reading is a skill that is highly valued by
students and teachers alike. Reading comprehension is a complex process in
which the reader used his mental ability to obtain the information. It
means that the reader must be able to recognize the meaning of printed
words.
Based on the definition of reading above, it was concluded that reading is
a process or activity to get meaning of materials whether printed or written
and verbal symbols. Reading skill is the ability of process the written or
printed material from what was been read and improve a construct of ideas
depend on the experience or prior knowledge of the reader.
b. The Nature of Reading Ability
Reading is more than merely referring to the activity of pronouncing the
printed material or following each line of written page. It involves various and
mixed activities. People have their own purposes why they read. It is also more
than recognizing words within a sentence; it includes whole ability of thinking
process to evaluate the information. The following are some definitions of
reading proposed by some experts:
Aebersold and Field (1997: 15) stated that reading is what happens when
people look at a text and assign meaning to the written symbols in that text,
further, the text and the reader are the two physical entities necessary for the
reader that constitute actual reading. While, Davies (1995:1) stated that reading
is a private activity. It is a mental or cognitive process, which involves a reader
in trying to follow and respond to a message from a writer, who is in distant
space and time. Due to this privacy, the process of reading and responding to a
writer is not directly observable.
Grellet (1998:7) defined reading as an active skill that constantly involves
guessing, predicting, checking, and asking oneself questions. Wallace (1992: 4)
added that reading is interpreting which means reacting to a written text as a
piece of communication.
Based on the definitions above, it can be concluded that reading is an
active and communicative process. It is also an interactive process that goes on
between the reader and the text, resulting in comprehension. It is a mean of
communication between the reader and the researcher. The process involves the
reader, the text, the interaction between reader and text. The text presents
letters, words, sentences, and paragraphs that encode meaning. The reader uses
knowledge, skills, and strategies to determine the meaning.
Hornby (1987: 2) defined “ability as (1) capacity or power (to do) something physical or mental; (2) cleverness; intelligence; (3) special natural
power to do something well; talent. Meanwhile, in Longman dictionary, ability is
defined as the mental skill or physical power to do something” (1998: 1). The
researcher uses ability refers to a broader set of factors which - given similar
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From the explanation above, it can be concluded that ability is someone’s competence as a result of learning. Therefore, reading ability means someone’s
ability to communicate or make sense of written or printed symbols and to
extract information in the text by using his knowledge, skills, and strategies to
achieve the purpose of reading activity itself. According to Williams (1996: 51),
there are three main phases needed to be followed in reading activity, namely:
(1) Pre – reading:
Aimed to introduce and arouse learners’ interest in the topic. Giving reason to read and some questions that related to learners’ background knowledge ideas and opinion would motivate learners’ eagerness to read the whole text.
(2) Whilst - reading:
Aimed to help students understanding the purpose and texts’ structure and to clarify texts’ content. Some activities like answering comprehension question,
completing diagram or maps, making list and taking notes are wilts reading type
work.
(3) Post – reading:
Aimed to consolidate what has been read with learners’ own knowledge, interest, or ideas.
c. Kind of Reading
Reading can be classified into four types (Deysiria: 2009: 9), namely silent
1). Silent Reading
These kinds of reading lead the reader to better comprehension. Silent
reading is a skill to criticize what is written to discuss. Something written means
to draw inferences and as well as to express a new idea on the basic of what is
read.
2). Speed Reading
These kinds reading is use to improve speed and comprehension in
reading. This skill very important for the students. The skill of speed reading
must run side with the main purpose of reading that is comprehension. The rate
of reading speed, however, depends on the kinds of reading material. The rate of
speed of reading a story of narration will be different from the reading scientific
materials.
3). Critical Reading
Other kind of reading is critical reading. In critical reading, the reader may
find a certain article that tends to stir him/her to action. Many periodical
articles, book, and advertising material are leaded with carefully worded
propaganda device.
4). Oral Reading
In other reading, the reader will get experience in producing the sound
which should be practice as time possible. It is help teachers to find out who
among his students has difficulty in reading. The researcher thinks that kinds of
reading are a good method to help the students to improve their reading
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The researcher thinks that kinds of reading are a good method to help the
students to improve their reading comprehension and there method can
support this research.
d. Technique in Teaching Reading
Brown (2000:306) states that in the English language, there are three kinds
of reading technique, they are:
1). Survey Reading
In survey reading, readers survey some information that they want to get.
Thus, before that reading process, a reader must set what kind of information the
reader needs.
2). Scanning
In scanning reading, the reader quickly to answer a specific question
quickly-when scanning, the reader only try to locate specific information and
they do not follow the linearity of the passage to do. The leader simply have
them eyes wander or the text until they find what they looking for whether it be
a name, a date or less specific of information.
3). Skimming
Skimming is a kind of reading that makes our eyes move quickly. The
purpose is to get main ideas from the reading materials. Wishes to see only the
most important of the main ideas of the reading materials in hurry or in a short
time so the reader to find the important items they need by glancing speedily
over the reading materials, this information might be short and simple one. In
e. Academic purpose of reading
Grabe (2009 : 8) states that there are six major purposes for reading, they
are:
1). Reading to search for information (scanning and skimming) When we want
to locate some specific information, we engage in search processes that usually
include scanning and skimming. Scanning is looking for suitable information on
the pages. Skimming that found the most likely pages on the passage. Both
skimming and scanning are processes carried out at very high speed (with high)
rates of words per minute.
2). Reading for quick understanding (skimming) Skimming is also used for a
variety of other reasons and so maybe seen as a super ordinate purpose). The
skimming that happened when wants to determine what a text is about and
whether or not, when wants to spend more time reading it.
3). Reading to learn Reading to learn is often carried out academic and
professional settings. We read to learn when the information in a text is
identified as important (often by a teacher of textbooks) and when that
information will be used for some task of maybe needed in the future.
4). Reading to integrate information Reading to integrate information requires
that the readers synthesize and learn information from multiple texts or being
together information from different parts of long text, such as a long and
complex chapter in textbooks.
5). Reading to evaluate, critique and use information Reading to evaluate,
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and more a complex interactions of reading processes. In academic and
professional settings, readers are at times asked to evaluate and critique
information from multiple texts, or from one long text, requiring them to make
decisions about which aspects of the text, requiring them to make decisions
about which aspects of the text are most important, most persuasive, least
persuasive, or more controversial.
6). Reading for general comprehension (in many cases, reading for interest or
reading to entertain) Reading for general comprehension is the most common
purpose for reading among fluent readers and it is the default assumption for the
term reading comprehension. This is the reading that takes place when we read a
god novel, an interesting newspaper story of feature article, or a magazine when
we are relaxing. It is saved for last in this discussion because it is both
fundamental to reading and most often miss understood as easy reading but is
not easy. In fact, reading for general comprehension involves a complex set of
processes when carried out by fluent readers.
2. Writing
a. Definition of Writing
Writing skill is specific abilities which helps writer to put their thought in
words in meaningful form and mentally interact with the message. It has purpose
not only for media but also giving information. Everyday many people do writing
activity by using mobile phone to send a message. It has purpose that give
information. Writing can be said to be act of forming symbols. When we write,
Writing not only a process of involves and to know how to handle words
and sentences and paragraphs as Thomas said but also the more important before
it, we have understand how to clarify our thought, deliver ideas into a word and
sentence and paragraph. Byrne (1988) defines writing involves the encoding
message of some kind: that is, we translate our though into language. Basically,
writing means producing or reproducing oral message into written language. It
involves an active process to organize, formulate and develop the ideas on the
paper so that the readers can follow the writer’s message as well as in oral form.
But we should know that the writing requires and accurate and precise grammar,
word choice and spelling, punctuation and vocabulary.
Harmer (2007:33) stated “Writing is frequently useful as preparation for
some other activity, in particular when students write sentence as a preamble to
discussion activities”.
Hyland (2004:4) stated that writing like a dancing, allow for creativity and
the unexpected, established patterns often from the basis of any variations.
Writing is frequently useful as preparation for some other activity, in
particular when students write sentence as a preamble to discussion
activities (Harmer, 2007:33).
Harmer (1990:330) stated that there are some roles of the teacher when
student are asked to write, the ones that are special important are as follow:
1. Motivator: writing task motivated the students, creating the right
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2. Resource: especially during more extended writing task, we should be ready to
supply information and language where it is necessary.
3. Feedback provider: teacher should respond positively and encouragingly
to the content of what the student have written.
b. The Teaching of Writing
Writing is an activity that produces something from mind that becomes
meaningful a text of the sentence. Make a good writing by arranged sequence
sentence. Shortly, to writing skills are specific abilities which help writer put
their thoughts into words in a meaningful form and mentally interact with the
massage.
Tarigan (1986:15) stated that writing can be interpreted as ideas for
activities or ideas by using written language as a medium conveys.
Urquhart and Mciver (2005:2) stated “Teaching writing is unique. It
benefits both teacher and the students, serving as communication vehicle,
assessment tool, and intellectual exercise”.
To teach writing description text needs something that can make students
feel fun and have a good impression, so that the students will always
remember what they have got from their teacher’s explanation. Based The psycholinguist Eric Lenneberg (1967) once noted, in a discussion of “species-specific” human behavior, that human being universally learn to walk and to talk,
c. Writing Process
Heaton (1988) states that writing skills are complex and sometimes
difficult to teach, requiring mastery not only of grammatical and rhetorical
devices but also of conceptual and judgmental elements. He classified the writing
skills into five general components or main areas, namely: (a) language use ; the
ability to write correct and appropriate sentences, (b) mechanical skills ; the
ability to use correctly those conventions peculiar to the written language – e.g. punctuation and spelling, (c) treatment of content; the ability to think creatively
and develop thoughts, excluding all irrelevant information, (d) stylistic skills ;
the ability to manipulate sentences and paragraphs, and use language effectively,
and (5) judgmental skills ; the ability to write in an appropriate manner for a
particular purpose with a particular audience in mind, together with an ability to
select, organize and order relevant information.
According to Hogue in Mutia (2005) the process of writing, especially in
writing composition (final target of writing) is divided into five steps, namely:
(a) prewriting for ideas, (b) outlining, (c) drafting, (d) revising, (e) editing and (f)
final draft writing. The process is explained as follows.
The first step of the process of writing is prewriting. Prewriting is aimed at
eliciting ideas as many as possible as the raw materials in writing a composition.
Hogue in Dahniar (2011) explains that prewriting has various techniques
that may be selected according to the students’ preference. This process is also called brainstorming. Among the techniques are taking notes, free writing, listing
22
possible generated from a process of thinking in the form of words, phrases, or
sentences. All the ideas supplied by the thinking process will be considered as
relevant or irrelevant. For all the relevant ideas, they will be used as the basis of
the paragraphs to be composed. The relevant ideas may take several forms, such
as collocations or co-texts (synonymy, antonym, hyponymy, super- or
subordinates), context (person, time, place and manner), and content (resources).
The second process is called outlining. Hogue in Dahniar (2011) defines
outlining as planning for a writing assignment. Furthermore, she states that
outlining helps writers organizing their ideas and put the ideas into logical order.
The model of outlining in writing a composition can be time-order, space-order,
and listing-order.
The next processes are drafting, revising, and editing. Drafting is
composing the first draft of a piece of writing using the paragraph components.
The writer should firstly write the possible title of the text and begin the
paragraph with the topic sentence. The topic sentence is developed by using
several notes in the list of ideas (prewriting process) to be the supporting
sentences. Revising and editing, on the other hand, are the process of looking
back at the draft composed to check the meaning, the mechanics, relevance of
the information, the coherence and cohesiveness, the word choice, the word
orders or grammatical and lexical resources. Editing is also effective to introduce
connectors for cohesiveness.
Writing the final draft is the last process in writing a composition. After
free of serious mistakes in terms of meanings and mechanical (spelling,
punctuation, and capitalization). Although the process seems to be systematic,
some difficulties may hamper in the process.
d. The Components of Writing
The good writing skill can be analyzed to group and varied skills. Heaton (1988:135) divided components writing into five main areas. They are grammar, mechanics, vocabulary, content and organization.
1. Grammar
Grammar concerns about the ability to write correct and appropriate sentences. The writer has to give attention for preposition, tenses such as using of verbs, nouns, adjective, also conjunction and articles. It is very important to the writer to clarify the correct usage of point grammar because reader will be difficult to understand it. It has a great influence so, we have to reread and review what we have written.
2. Mechanics
24
beginning of: the name of people, organization, first and last word of title. Punctuation can help the readers to identify should be taken as a unit of meaning and suggest how the units of it relate to each other. c) Spelling. Using of spelling has three rules; they are suffixes addition, plural formation and the change of certain words.
3. Content
The content of writing is about the ability to think creatively and develop thoughts, excluding all irrelevant information. It should be clear to the readers. So, they can understand what the messages convey and gain information from it. Also, the content of writing should be well unity and complete because the characteristic of good writing has unity and completeness.
4. Vocabulary
Vocabulary is an essential part of compose writing. The writes need vocabulary mastery well to express or write their ideas. The effective using of words or vocabulary in writing must be relevant with the topic to let the readers perceive and feel it. Someone who lack of vocabulary will be difficult to compose what they are going to express but appropriate words will help writers to compose writing.
5. Organization
organization writing involves coherence, order of importance, general to specific, specific to general, chronological order and spatial pattern.
e. The Importance of Writing
There are a lot of reason why writing is important. Some of them are stated by Heaton in justang (2014) below:
1. Writing is a tool for discover, we stimulate our though process by the act writing into information and image we have unconscious mind.
2. Writing generates new ideas by helping us to make connection and relationship.
3. Writing helps us to organize ideas. We can arrange them in coherence from. Nowadays, people recognize more and more the importance of writing. In relation to this, Adelstain in Amin (2009) expressed that in all subject in our life or in all profession, the ability to write or express oneself clearly is an essential basic for success. Adelstein said “As soon as you move one step up from the
bettom, your effectiveness depands on your ability to reach other through the spoken or written language”. The usefulness of writing expressed as follows:
1). Writing is a tool for discovery. We stimulate our thought process by unconscious mind.
2). Writing generates new ideas by helping to make connection and see the relationship with other aspect.
26
4). Writing enables us to solve problems into written form we can examine and manipulate them.
Exactly, the students can get many advantages from writing. Writing can improve the mastery of vocabulary, master of mechanics of writing; enlarge generating idea, absorb the information based on Adelstein et al in Akriani Amin (2009) argue that there writing lets the writers express their personalities, allow for conscious development of language and there is a special feeling about seeing our work in print and enormous satisfaction in having written something which we want to say.
Araceli C Hidalgo ET. Al in Nuraida (2003) explained that there are some objective of writing as follows:
a. To help the student with their bulk of reading materials, such as mediacal journals, articles, case histories.
b. To help the student listen to the lectures and take dawn notes effectively.
c. To help the student listen analyze and interprets appropriately and correctly information presented.
d. To help the student evaluate and from augments, reading information presented. e. To help student to understand the role of el in academic world and in the world
of science, technology and communication.
to say. The most important is writing not only activated our brain but also physical dimension such as eyes and cars are involved in learning process. On the other side, the student are encouraged to read material as many as possible such as books, magazine, and journals to make the writing composition well in order to sharing information with the readers.
The researcher concludes that the importance’s of writing are:
1) Through writing we can express our idea, especially the felling to the others without ashamed because the reader is not in front of the writer to have face to face.
2) People can put their idea, feeling, and knowledge into written form more feely.
3) Writing helps us to discover exactly how we think and what we think freely.
4) In the classroom, writing can be used as a technique to help the students interesting in the lesson.
5) Writing in English is meant to fill the gap that exist between the ability to express ideas, feeling, opinions and other in Indonesia and the ability to express the same thing in English.
f. The Form of Writing
Wishon and Burks in Astini (2010) divide forms of writing into four divisions, namely narrative descriptive, exposition, and argumentative.
28
Narrative is the form of writing used to relate the story of acts or events. It places occurrences in time and tells what happened, according to natural time sequences. Types of narration include short stories, novels, and new stories, as well as a large part of everyday social interchange in the form of latter and conversation.
2) Descriptive
Description is about sensory experience, how something looks, sounds, tastes. Mostly it is about visual experience, but description also deals with other
kinds of perception. It used to create a visual image of people, places, even of units of time-days, times of day or seasons. It may be used also to describe more than the outward appearance of people. It may tell about the traits of character or personality
3) Exposition
Exposition is used in giving information, making explanations and interpreting meanings. It includes editorials; essay and informative and instructional material. Used in combination with narrative, exposition supports and illustrates. Used apart from the narrative, it stands alone as an essay.
4) Argumentative
5) Narrative
Narrative is the most powerful ways of communication with others. A well written story lets the readers respond to some event, but they can almost feel it. The action detailed and dialogues put the reader in the scene and make it happen for them. Moreover, because narrative often engages reader’s emotion so powerfully it can play large role in other type of writing Labov and waletzky in rachmawaty (2007) stated that narrative as one method of recapitulating experience by matching a verbal sequence of events that actually occurred. It may tell about one or more persons, short and long, term event, or a fact or fiction. C. Theoretical Framework
The first reading ability to should directly proportional to writing
summary. The second are still related to the reading ability a part of the ability
to write a summary of course students who read well can write summaries well
too. For more details, the theoretical framework of this research is served in the
following figure:
Table 2.1: The Schema of Conceptual Framework INPUT
English learning
PROCESS
The students reading ability
OUTPUT
30
D. Hypothesis
Based on the theoretical assumption above, the researcher formulates the
hypothesis as follow:
: There is not contact between the levels of reading ability toward writing
summary of learners.
: There is contact between the levels of reading ability toward writing
31 CHAPTER III
RESEARCH METHOD
This chapter deals with research method, population and sample,
variables and instrument, data collection procedures and data analysis
techniques.
A. Research Design
In this research, the researcher uses a correlation research method. A
correlation research determines and describes the way things are. It may also
compare how sub-groups view issues and topics. It aims describe the students’
reading ability toward students’ writing summary. B. Research Variable
There are two variable in this research, they are independent and dependent
variable. Independent variable is students’ reading ability and dependent variable is students’ writing summary.
C. Research Population and Sample
1. Population
The population of this research took in the Second Grade students’ of Pesantren MANAHILIL ULUM GUPPI Samata TK. I Provinsi Sulawesi Selatan
in academic year 2016/2017. And the total numbers of students are 40 students.
2. Sample
The researcher has used purposive sample. The reason of taking this subject
32
contribution; include students’ reading ability toward students’ writing
summary.
D. Research Instrument
The instruments of this research are test and documentation. Test means an
amount of question or exercises and other tools used to measure students’ skill,
intelligence ability, individual talent or group talent. Documentation is a data
source that has an important position in this research field means that the data
obtained in the form of important documentation related to the research topic.
Table 3.1: Classification the Students’ Score Answer
No. Classification Range
1. Very Good 88-100
2. Good 75-87
3. Average 62-74
4. Poor 49-61
5. Very Poor 35-48
(Adapted from Husna, 2014)
E. Data Collection Procedure
The data of this research was collected by using the following instruments
namely test. Descriptive quantitative data are usually collected by test.
1. Test
Doing this test aims to know students’ reading ability. Story and students’ assessment paper of reading ability toward writing summary are used
2. Documentation
Documentation is data obtained from records or archives as source data
relating to the object of research. Documentation used to obtain the results of
learning achievement of learners in the Second Grade at Pesantren MANAHILIL
ULUM GUPPI Samata TK. 1 Provinsi Sulawesi Selatan.
The students given test and documentation and then the result of the test
and documentation will become the data of this research.
F. Data Analysis Technique
The data analysis technique is a very important element in any research all
the data obtained would not mean to be able to draw conclusions and prove the
hypothesis if it is not held analysis. Quantitative data will be analyzed through a
descriptive approach.
This research used correlation research data analysis. To determine the
effectiveness of the independent variable on the dependent variable based on the
functional relationship or causal one independent variable with the dependent
variable using the correlation formula.
Test Documentation
Students
34
This study consists of one independent and dependent variables. It can be
described as follows:
r
Data in this study will be analyzed using correlation. Correlation that
serves to describe or give a picture of the object under study through a data
sample or population as is, without analyzing and making conclusions apply to
the public. The correlation research includes frequency distribution, percent
distribution and measurement of central tendency. Correlation form percentage
with the following formula:
P = F x 100% N
Where:
F = percentage.
N = frequency.
P = the total of the participants.
The others way to describe correlation is by using central tendency.
Example of Number of central tendency is the mode, median, and means
(average).
To find the relationship and prove the hypothesis relationship between
two variables, the formula used is Person Product Moment (PPM).
Where:
N = number of samples
X = scores of each item
Y = total score
= quadratic sum score of item
= squared sum score of item
= squared sum score of item
= quadratic sum score of item
= correlation coefficient of the variables X and Y
The meaning of r will be consulted by the interpretation table r values as
follows:
Table 3.2: Interpretation of Correlation Coefficient r Score
No Range Classifition
1
2
3
4
5
0,00 - 0,199
0,20 - 0,399
0,40 – 0.599
0,60 - 0,799
0,80 - 1,000
Very Good
Good
Average
Poor
Very Poor
(Adapted from Husna, 2014)
Furthermore, to declare the size of the contribution of variable X to Y can
be determined by the following determinant coefficient formula.
KD = r2 x 100%
36
KD = Determinant Coefficient Score
R = Correlation Coefficient Score
Further testing is significance test that is function if researcher want to
find the meaning of the relationship of variable X to Y, then the result of
correlation PPM is tested by using significance by the formula:
Where: thitung = Score t
r = correlation coefficient score
n = number of Sample
37 CHAPTER IV
FINDINGS AND DISCUSSIONS
In this chapter presents the research finding and it discussion. The
finding, the researchers present the description of the data collected through the
test, documentation and discussion covers interpretation of the finding.
A. Finding
The findings of research were based on the result of the data analysis. The
data analysis used test and documentation to collect the data. The test consists
of reading ability test and writing summary test. This research was conducted in
the second grade that aims to find contribution of students’ reading ability
toward writing summary of the second grade class student numbers as many as
40 peoples.
Table 4.1 : Rubric Writing Assessment
No Criteria to be
38
(Adapted from Iffah, 2015)
From the result it can be seen (page 46-49) that for reading ability level,
the most frequently arises is the numbers 74 so it can be explained that the
reading ability levels largely on numbers 62-74 or is average level. While writing
summary that appears most frequently is the value of 72 or mean value of the
numbers reading ability level is 73 while writing summary middle value is 78.
The average level of reading ability is 73.2, while the average for writing
the summary is 74.9.
For the calculation of the correlation, the data on the reading ability
levels correlated to writing summary. Data collection has been carried out on 40
samples were researched and tested on the ability to reading and writing data on
a summary.
x= 2928
y= 2998
For the calculation of the correlation coefficient, in accordance with the
data that has been obtained, then:
Average X< = 2928: 40 = 73.2
Average Y< = 2998: 40 = 74.9
∑ X² = 216856
∑ Y² = 225476
To find the relationship and prove the hypothesis relationship between
two variables, the formula used is Person Product Moment (PPM).
reading ability to writing summary.
8674240 8573184
9019040 8988004
8778144From these results, there is a correlation of 0.353 is got good level between
the reading ability and writing summary. This means that the higher level of
reading ability, the better to write a summary.
In order correlation coefficient calculation results are significant
40
(see annex II table I, r product moment). When the error level is set to 5% (95%
confidence level) whereas when the error level is set to 1% (confidence level
99%) and N = 40, then the price of r table = 0.304 Turns r count is higher than r
table, so that Ho is refused and Ha is accepted. So the conclusion, there is a
significant relationship between the level of reading ability and writing summary
of the data and coefficients obtained in the sample can be generalized to the
population or in other words, reflects the state of the population.
To provide interpretation of the correlation coefficients found large or
small, it can be guided by the provisions in the following table:
Table 4.2: Interpretation of Correlation Coefficient “r “ Value
No Range Classifition
1
2
3
4
5
0,00 - 0,199
0,20 - 0,399
0,40 – 0.599
0,60 - 0,799
0,80 - 1,000
Very Good
Good
Average
Poor
Very Poor
(Adapted from Husna, 2014)
Based on the results obtained by the = 0.353 it can be concluded that
the level of correlation is good score.
So it can be concluded that the reading ability and writing summary is
average level with the interval 0.20-0.399. In the correlation analysis there is a
number called the coefficient of determination to declare the size of the
contribution of variable X to Y can be determined by the formula:
So from the results found r = 0.353, the coefficient of determination is
r² = 0.353² = 35.3 this means there are variants that occur variable writing
summary of 35% or it can be said that the writing summary of 35% is
determined by the reading ability and 65% of its specified or influenced by other
factors.
Further testing is testing the functioning of significance if researchers
want to find the meaning of the relationship of variable X to Y, then the
correlation PPM is tested by using significance test by the formula:
42
B. Discussions
After conducting the research, the researcher obtained the result of
students’ reading ability toward writing summary. The data were the score of the
second grade students of Pesantren MANAHILIL ULUM GUPPI Samata TK.1
Provinsi Sulawesi Selatan in the academic year 2016/2017. The form of the test
was reading and writing.
This part presents the result of the data analysis. The data was found on
the students’ test about reading ability toward writing summary text from
students. After the researcher analyzed the data, the data showed that there is a
relationship between reading ability level and writing summary. The result from
data analysis and a relationship with theoritical review which has been described
can give an idea that the level of reading ability is still in average level and test
analysis from the analysis of the mean score of the reading ability test and
writing summary test, it can be concluded that reading class by using texts from
the students’ reading ability toward writing summary The average level of
reading ability and writing summary from the comparison result between mean
score in reading ability test and writing summary test had shown a good level.
The quantitative of data collected through reading ability test and writing
summary test from 40 students. The first reading ability test where there were 3
students (10%) got very good score, 12 students (30%) got good score, 22
students (50%) got average score and 3 students (10%) got poor score. None of
14 students (30%) got good score and 26 students (70%) got average score. None
of the students got very good, poor and very poor.
Based on the result of research above, the students reading ability and
writing summary the students’ problem in reading and writing English. And then
it shows that the score of reading ability and writing summary is higher than the
score in test.
Moreover, the research also are supported research from Nawawi’s
research (2011) also concluded that the students’ participants are more interested
in learning descriptive paragraph in the classroom. Guiding questions method
also made students easier in making descriptive paragraph and this method can
improve students’ achievement significantly in writing skill of descriptive text.
In addition, Hamka (2008) had conducted the research that focused on
reading comprehension through telling information on the reading text. The
similarity of this method was effective to improve the students’ reading
comprehension. But there were some differences; he told information on the
reading text to improve students’ reading comprehension, whereas the
44 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion as well as few suggestion of this
study. Suggestions are taken based on findings and conclusions obtained in this
research.
A. Conclusions
Based on the descriptions that have been raised, and then there are some
things that a conclusion in this study correspond to existing titles which is as
follows:
1. The results of the analysis of the data and its relationship to the study of
theories that have been described can illustrate that the reading ability levels
are still in fairly good level with average value of 74%.
2. Average writing summary of the results obtained throughout the studied
sample is in the interval is quite good with a value of 72%.
3. There is good influence or relationship between the reading ability levels and
writing summary. Evident from the results obtained correlation coefficient
of determination is 0.353 it can be concluded that the level of correlation is
good influenced by the reading ability the students of class second grade at
Pesantren MANAHILIL ULUM GUPPI Samata TK. 1 Provinsi Sulawesi
Selatan. So this should be a concern to optimize the development of reading
B. Suggestions
The results of the study prove that the contribution of students’ reading
ability toward students’ writing summary in the second grade. Based on the
result researcher would like to give some suggestions as follow:
1. English teacher should be creative and they are expected to use various
techniques in teaching english, especially in teaching writing and reading so
that the students do not bored in learning.
2. The suggested to the teacher in teaching English especially in reading because
provides many interesting activities that can be make students more
understand about reading ability text so that it can make them more active in
the classroom.
3. Students of English should be given more opportunities to exercise write
through dictation for better writing summary.
4. The students should learn English writing and reading actively by sharing with
friends.
5. Each subject teacher must begin lessons in the classroom with reading or
writing test for about 5 to 10 minutes together or in turns at each meeting so
46
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