TITILE
THE EFFECT OF USING SUMMARIZING STRATEGY
OF INTERMEDIATE EFL LEARNERS
IN READING COMPREHENSION
(Case Study of MAN 2 Semarang in the Academic Year
2017/2018)
Submitted to the Board of Examiners as a partial fulfillment of
the requirements for the degree of SarjanaPendidikan (S.Pd.)
English Education Department of Teacher Training and
Education Faculty State Institute for Islamic Studies (IAIN)
Salatiga
By:
Murniyati
NIM. 11313050
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA TEACHER TRAINING AND EDUCATION FACULTY JalanLingkar Salatiga KM.2 Telepon(0298) 6031364KodePos 50716Salatiga
Website:http://tarbiyah.iainsalatiga.ac.ide-mail: tarbiyah@iainsalatiga.ac.id
ii ATTENTIVE COUN SELOR NO TE
Salatiga, March 21rd 2018 Sari Famularsih, S.Pd.I., M.A
The Lecturer of Education Faculty
State Institute of Islamic Studies Salatiga
ATTENTIVE COUNSELOR NOTE
Case : Murniyati
Dear,
Dean of Teacher Training and Education Faculty
Assalamu’alaikum, Wr.Wb.
After reading and correcting Murniyati‟s graduating paper entitled “The Effect of Using Summarizing Strategy of Intermediate EFL Learners’ in Reading Comprehension (Case Study of MAN 2 Semarang in the Academic Year 2017/2018)”, I have decided and would like to propose that this paper can be accepted by the Teacher Training and Education Faculty. I hope this paper will be
examined as soon as possible.
Wassalamu’alaikum, Wr.Wb.
MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA TEACHER TRAINING AND EDUCATION FACULTY JalanLingkar Salatiga KM.2 Telepon(0298) 6031364KodePos 50716Salatiga
Website:http://tarbiyah.iainsalatiga.ac.ide-mail: tarbiyah@iainsalatiga.ac.id
iii STATEMEN T OF CE RTIFICA TION
A GRADUATING PAPER
THE EFFECT OF USING SUMMARIZING STRATEGY OF
INTERMEDIATE EFL LEARNERS’ IN READING COMPREHENSION
(Case Study of MAN 2 Semarang in the Academic Year 2017/2018) AT IAIN SALATIGA
Written by MURNIYATI NIM: 11313050
Has been brought to the Board of Examiners of English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga, on Thursday April 5 2018, and hereby considered to have completed the requirements for the degree of SarjanaPendidikan (S.Pd).
Board of Examiners,
Head : Noor Malihah, Ph.D _____________
Secretary : DR. Setia Rini, M.Pd _____________
iv
DECLARATION
مي ِح هرلا ِهَمْحهرلا ِ هاللَّ ِمْسِب,
In the name of Allah, the Most Gracious, the Most Merciful
Hereby, the researcher declares that this graduating paper is composed by
the researcher herself. This paper does not contain any materials including ideas,
informations, opinions, and quotations from other people, except the information
from the references.
This declaration is made by the researcher in hope that this declaration can
be understood.
Salatiga, March 21st 2018 The Researcher
Murniyati
v MOTTO
“Tell me and I Forget. Teach me and I remembe
r. Involve
me and I learn”
-Benjamin Franklin-
هيىمؤم متىك نا نىلعلاا متواواىوزحتلاواىىهتلاو
“
So do not weaken and not grieve, and you will be
superior if you are (true) believers.
”
vi
DEDICATION
This graduating paper is preciously dedicated to :
1. Allah SWT. Who gives me guidance and strength in my life, especially to
finish my graduating paper.
2. My mother and father who guide me everything with love and knowledge.
Thank you for everything that you do to me.
3. My brother Mulyadi, my sister Lilis Aningsih, my nephew Sofyan Gilang
vii
ACKNOWLEDGEMENT
Alhamdulillah, Subhanallah. Praise to God the Merciful and Charitable,
because of God is guidance, blessing, and affection, the researcher can finish this
graduating paper. In this occasion, the researcher also would like to express
sincere gratitude to:
1. Dr. H. Rahmat Haryadi, M.Pd. as a Rector of Institute for State Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M.Pd. as a Dean of Teacher Training and Education Faculty of State
Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph.D, as the Head of English Education Department State
Institute for Islamic Studies (IAIN) Salatiga, thanks for approving my
graduating paper.
4. Sari Famularsih, M.A as my conselor, thanks for her help, corrections, and
motivation in process of finishing this graduating paper.
5. All of the Lecturers of English Department who give knowledge during the
writers study time in English Education Department State Institute for Islamic
Studies (IAIN) Salatiga.
6. My best friend at „LPM DinamikA LDK Fathir Ar Rashid and KAMMI‟,
thank you for everything we have done together. Let‟s remember the first
time we met.
7. My best friend Nurul Faridah, Annisa Septiana, who always support me to be
viii
8. Ibu Noviati Jamela, the English teacher of MAN 2 Semarang, thanks for her
time, help and motivation during my research.
9. The students of XII MAN 2 Semarang, thanks to your help, time and nice
participation during my research.
10. All my friends at English Department that I can not mention one by one.
Salatiga, March 21st 2018
The Researcher
Murniyati
ix ABSTRACT
Murniyati. 2018. “The Effect of Using Summarizing Strategy of Intermediate EFL Learners in Reading Comprehension (Case Study of MAN 2 Semarang in
the Academic Year 2017/2018)”. A graduating Paper. Educational Faculty English Department State Intitute of Islamic Studies (IAIN). Consultant: Sari Famularsih S.PdI M.A.
Keywords: Summarizing Strategy, Reading Comprehension, EFL Learners
This research aims to find the effect of using summarizing strategy in literal reading comprehension. This research has two objectives, they are 1) To find the effect of summarizing strategy of Intermediate EFL Learners‟ in Reading
Comprehension. 2) To analyze the significant effect of summarizing strategy of
Intermediate EFL Learners‟ in Reading Comprehension.
This research was conducted at MAN 2 Semarang in the Academic Year 2017/2018 especially in twelfth grades students of intermediate English Foreign Language. This research was qualitative research. This research population comprised all students of MAN 2 Semarang . The sample was selected by quota sampling. The data were collected by using 1) observation 2) achievement test 3) a questioner and documentation.
x
TABLE OF CONTENTS
TITILE………... i
ATTENTIVE COUNSELOR NOTE………... ii
STATEMENT OF CERTIFICATION………... iii
DECLARATION………...iv A. Background of Study ... 1
B. Problem of the Study ... 4
C. Objectives of the Study ... 5
D. Limitation of the Study ... 5
E. Benefits of the Study ... 5
F. Definitions of Key Terms ... 6
G. Organization of the Study ... 8
CHAPTER II A. Previous Studies ... 9
B. Theoretical Review ... 11
1. Definition of Summarizing Strategy ... 11
2. Model the Summarizing Strategy ... 14
3. Summarizing strategy and Writing Achievement ... 16
xi
5. Effect of Summarization strategies in Comprehension ... 21
CHAPTER III A. Research Approach ... 22
B. Location of the Study ... 24
C. Time of the Study ... 25
D. Data Source ... 25
E. Method of Data Collection ... 29
F. Method of Data Analysis ... 31
G. Data Analysis ... 36
CHAPTER IV A. Data Persentation ... 38
B. Analysis of Data ... 43
C. Discussion the effect of Using Summarizing strategy in Reading Comprehension ... 53
CHAPTER V A. Conclusion ... 58
B. Suggestion ... 59
xii
LIST OF TABLES
Table 2.1 The Procedure How to Write A Summary ... 14
Table 3.1 Time of the Study ... 25
Table 3.2 Table of subject of the research ... 26
Table 3.3 Writing rubric by Sarra Chusing Weigle (2002:16) ... 31
Table 3.4 The level of Mastery of Summary Based of Haris (1969:134) ... 37
Table 4.1 Score of Summary ... 38
Table 4.2 Students Achievement Score ... 40
Table 4.3 Result of Questioner ... 41
xiii
LIST OF CHART
Chart 4.1 Percentage of Students‟ Summary Score ... 45
Chart 4.2 Percentage of Student‟ score ... 51
1 CHAPTER I
INTRODUCTION
A. Background of Study
Indonesia is not being the primary language or the secondary English
language. According to Nasei, Assadi & Zoghi (2013:74), the English language is
an international language and people in different areas of expertise need to be
proficient in this language. Therefore, it is make Indonesia has some difficulties
and problem in learning English language, especially in reading. Whereas, reading
in literature is important to students to get information and mastering material.
Nasei, Assadi & Zoghi (2013:74) added mentions, learning to read in English is a
great challenge for EFL learners, especially when it is for academic purposes.
They argument is students' academic success depends on well-developed reading
comprehension ability. Students in non-English countries, have English only in
the classroom, for this reason learners need to have both good language
proficiency and strong cognitive skills in strategic thinking and learning.
Reading is not only to read but also read to get comprehend what they
read. Reading is process of finding meaning in written symbol, character and to
interpret and analyzing the texts Lynn & William: (2004:13). Dalmann, Rouch,
Char and Debour (1978:33) said that, when the reader is began to read about
unfamiliar subject or one that doesn‟t interest. It could be them stumble a long and
misunderstand concept (Lynn & William: 2004:13). Consider by Deboer &
Dalmann (1960:19), reading to involve the comprehension and perception of ideas
2
build perception concept to understand the meaning of the text from the author.
Reading is also process of securing meaning. According to researcher that
summarizing strategy is one of all solutions to help students in reading
comprehension. It is the rewrite of the main ideas of the text in as few words as
possible. Therefore, students will be easier in understanding the text reading.
When they retell what they read before, they will be easier with their own
language.
The researcher assumes that summarizing is kind of reading strategy
would be an effective to help students to construct and retain a succinct summary
of important proposition from reading. Based on Suwanto (2014:1) survey
conducted in his several schools, found there are some students who cannot
understand very well what they have read. The condition explains that there are
some students who still low reading ability. From the researcher‟s observation has
the same case, on the Madrasah Aliyah Negeri (MAN) 2 Semarang showed that
many students didn‟t understands what they read. Majority of all them it can‟t
retell about what they read. They reason the text is long text, so it to make
difficult for getting point.
Regarding Pazakdian, Rasekh (2012:118), some might suppose that
summarization as a kind of reading strategies would be an effective strategy to
smooth the progress of the cognitive process of comprehension. It can be said that
summarization is an effective learning strategy that can help students to construct
and retain a succinct summary of important propositions from text. According to
3
understand what is being read and is an activity that requires students to
comprehend, analyze and synthesize ideas. He said that it is an important skill for
readers of all levels, even those at college and beyond. A summary therefore, is a
shorten version of an original text, stating the main ideas.
The analysis from Khoshima & Tiyar (2014:135), said that the processes
of summarization focuses attention on the major points of the texts and provides
the reader with a conceptual framework that accelerates both memory and
comprehension. Their arguments that summarization is based on Strategy
Intervention Model (SIM) which considers students‟ difficulties by instructing
them how to utilize strategies. Their pursuant, knowing how to learn through
instruction in summarizing strategy is the main focus of the SIM strategy. The
researched from Naseri, Assaadi & Zoghi (2013:78) is said that the proposed
study showed that comprehension strategies such as summarizing could be
considered as an effective method for teaching and learning of reading skill. Its
mean that the strategy is have effect to reading comprehension.
The results of Khathayut & Karavi (2011:10) research is showed that
training the students with the use of summarizing techniques to high school
students had positive effects – this made students have awareness of using
summarizing to improve reading comprehension. Most students on their research
were able to find the main ideas, and they tried to paraphrase sentences from the
original texts. The subjects in experimental group used much less plagiarism in
4
Based on the result from researches and many study cases about the
problems on reading comprehension, the researcher makes analyzing how the
effect if the researcher undertake in MAN 2 Semarang. The researcher assumes
that summarizing strategy help students learn to determine essential ideas and
consolidate important details that support them. It makes students enable to focus
on key words and phrases of an assigned text that are worth and remembering. It
is used to teach how to take a large selection of text and reduce it to the main
points for more concise understanding. Summarizing is to help students make
sense of what they read. It builds comprehension helping to reduce confusion. The
process information what students read with the goal of breaking down content
into succinct is built comprehension and paradigm.
Based on the background of the study the researcher takes the title “THE
EFFECT OF USING SUMMARIZING STRATEGY OF INTERMEDIATE EFL
LEARNERS‟ IN READING COMPRENHENSION (Case study MAN 2
Semarang in the Academic Year 2017/2018)”
B. Problem of the Study
Based on the phenomenon above, the researcher uses qualitative research.
It is as the way to know the effect students‟ reading comprehension especially by
using Summarizing strategy. In order to give the answer, the problems that will be
discussed in this research are:
1. How is the effect of using summarizing strategy in Intermediate EFL
5
2. What is the significant effect of using summarizing strategy in Intermediate
EFL Learners‟ in Reading Comprehension?
C. Objectives of the Study
According to the statement of the problems, the objectives of the research
are stated as follows:
1. To find the effect of using summarizing strategy in Intermediate EFL
Learners‟ in Reading Comprehension.
2. To analyze the significant effect of using summarizing strategy in
Intermediate EFL Learners‟ in Reading Comprehension.
D. Limitation of the Study
In this research the researcher limits the research on teaching of reading
comprehension on literal comprehension level by using summarizing strategy of
Intermediate English Foreign Language (EFL) Learners case study in MAN 2
Semarang in the academic year 2017/2018.
E. Benefits of the Study
This study is conducted in order to give theoretical and practical benefits,
they are:
1. Theoretical benefit
The result of the research expected to inspire others to hold further
research. This study gives additional information to the readers; they will
know the analysis of the effect summarizing strategy in reading
6 2. Practical benefits
This result of this research is expected to be useful for students and the other
researchers.
a. For the students
The result of the research is beneficial for students as reference in learning
language related on reading comprehension.
b. Other researchers
This research can be useful for Intermediate of EFL Learners‟ who are
studying English language on reading skills. Thus, they can use this
graduating paper as a reference for their research.
F. Definitions of Key Terms
In order to avoid misunderstanding and make easy in understanding the
title of this research, the researcher would like to clarify and explain the terms
used in this study as follows:
1. Effect
According to the Free Dictionary (2003) that Effect is something
brought about by a cause or agent or result of the activity other. In the
research it is mean the result of the experiment. It is result that viewed as the
end product of the research of the cause. According to Cambridge
Dictionary (2005) it is a verb „meaning influence or cause someone or
7 2. Summarizing strategy
According to Khoshima, Hooshang & Tiyar, Forouzan Rezaeian
(2014:135) in their journal that summarizing Strategies the process of
summarization focuses attention on the major points of the texts and
provides the reader with a conceptual framework that accelerates both
memory and comprehension. It makes students enable to focus on key word
and phrases of an assigned text that are worth and remembering. It is to
students to teach how to take a large selection of text and reduce it to the
main points for more concise understanding. According to English Test Net
(2003) it is to present in condensed form; to list the main points in brief and
comprehensive manner.
3. Reading Comprehension
According to Pakzadian & Rasekh (2012:118) in their journal said
that reading Comprehension is reading that it involves a complicated
combination of skills in which students utilize their understanding of
various element, the how finding main ideas and details and make a
distinction between the two.
4. Intermediate Learners
According to icaltefl.com, Intermediate Learners level is students
who approximate classification of how well the speak English. According to
8
knowledge or skill of some who is more advanced than a beginner but not
yet an expert.
5. EFL Learners‟
According to Cambridge Dictionary (English Foreign Language)
EFL Learner‟s is the teaching of English to students whose first language is
not English. It means that EFL Learners whose students are studying
English language as Foreign Language.
G. Organization of the Study
Chapter I, the researcher writes the Introduction that contains background
of study, problems of the study, objectives of the study, limitation of the study,
benefits of the study, definition of the key terms, the organization of the study.
Chapter II describes about the previous studies and theoretical framework.
This chapter covers the theories that relate to the study. They are reading
comprehension and summarizing strategy.
Chapter III researcher presents Methodology, the researcher would like to
discuss the research Methodology, general description of MAN 2 Semarang,
population, sample, data source, object of the study, method of data collecting and
method of data analysis.
Chapter IV presents research findings and discussion. It includes the
analysis of the effect of using Summarizing strategy in reading comprehension.
Chapter V presents conclusions and suggestions. It contents all of data
analysis and gives some suggestions of the problems discussed. The last part is
9 CHAPTER II
LITERATURE REVIEW
In this chapter, the theoretical foundation and other relevant information
will be discussed. They are so essential to be the basic theory of summarizing
strategy that will be used to analyze the effect on reading comprehension. Thus,
the researcher would like to discuss about the previous study and theoretical
review of definition.
A. Previous Studies
The first previous study is taken from Maryam & Rasekh (2012) study,
about exploration the effectiveness of using summarization strategies makes any
significant difference in EFL learners' level of comprehending English texts and
about examination whether using summarization strategies at undergraduate level
affect significantly the performance of male and female students' comprehension
of texts. It entitle “The Effects of Using Summarization Strategies on Iranian EFL
Learners' Reading Comprehension”. The data were analyzed descriptively. The
data for this study were collected through two comprehension tests and a personal
questionnaire from 40 English students who study at one of Payam Noor
University branches in Isfahan.The overall findings of the study which enjoys
pretest-posttest design indicated that after receiving summarization strategies
training participants outperformed in posttest and there was not a significant
10
The study above has differences and similarities with the researcher‟s. The
differences are on the place, population and sample, technique of collecting data,
technique (model) of the study, and research design. The similarities with the
researcher‟s study are on the use of summarizing strategy as instrument.
The second related study is “The effect of summarizing strategy on
reading comprehension of Iranian intermediate EFL learners” (2014). The
objective of this study was to exam the effect of summarizing strategy on reading
comprehension of Iranian intermediate EFL learners. This research conduct the
current study, two groups each consisting of 30 (control) and 31(experimental)
students of intermediate level were selected for the purpose of this study based on
the placement test. All participants were foreign language learners of English. The
homogeneity of their proficiency level was established using a TOEFL
proficiency test. The students in intact English language classes were randomly
divided into control and experimental groups, with experimental group receiving
summarizing strategy for treatment and the control group was not trained on the
strategy. The findings of the study indicated that summarizing strategy has a
significant effect on learners‟ reading comprehension.
The study has differences than similarities. the differences are on the
place, the research design, the objective of the study, the technique of collecting
data, and technique (method) of the study. While, the similarities is to exam the
11 B. Theoretical Review
1. Definition of Summarizing Strategy
Summarizing is conceived of as a challenge for learners, especially
for those in English Foreign Language (EFL) and English Second Language
ESL setting, because they do not know what to include and what to leave
out in their summaries, Friend (2002) in Naseri & Assadi (2013:74).
Summarization is an effective reading strategy that can help students to
make a summary of important proposition from text and summarization help
students to comprehend knowledge, transferring it to long-term memory
because it leads students to reading to understand, to recognize important
ideas and to express the information by using their own words Senemoglu
(2001: 569) in Naseri & Assadi (2013:74). A summary is a shortened
version of the original text, and it contains only the most important points,
the main ideas, important details and is structurally similar to the original
text.
“Research suggests instruction and practice in summarising
not only improves students‟ ability to summarise text, but also their overall comprehension of text content ...” Duke and Pearson (2002) in Cameron (2009:66) that quoted by Middle Years.
Summarization is an effective learning strategy that can help
students to construct and retain a succinct summary of important
propositions from text, Pakzadian & Rasekh (2012:118). Summarizing helps
the reader in all reading text because the whole goal of any reading is to
12
Moghaddam ( 2007) in Khathayut & Karavi (2011:2) stated that
summarization involves additional and deliberate processing strategies than
what are required in comprehension. Palmer (2003) in Khathayut & Karavi
(2011:2) also added that summarizing is based on a learning process, and
the perfect comprehension of a text will be a necessary step in order to teach
students to condense information in a new piece of discourse.
”summarization is probably the most significant and encompassing of all reading strategies available to the learner for effective studying and comprehension”, discoursed by Cordero-Ponce (2000) in Naseri, Assadi & Zoghi (2013)
The process of summarization focuses attention on the major points
of the texts and provides the reader with a conceptual framework that
accelerates both memory and comprehension. It is the process how gets the
information of the text through intended focus on point of view.
According to Kintsch and van Dijk (1978:363-394) in Khathayut &
Karavi (2011:2) summarization have model to develop fifteen rules to
summary writing. Those are:
a. Write a short version including maintaining the gist of the
information, the ideas of the authors of the original texts with different
written structure.
b. Include of all the important information appealing in the source text
c. and irrelevant information should be deleted.
13
e. Start it by finding the main topic of the summary, the main purpose of
the author then start selecting information.
f. Read the text once and see what the main topic is then reading it again
and starting to underline all the important information.
g. Use the plan techniques to select important information.
h. Keep texts as short as possible by deletion, combination, and
generalization.
i. Do not copy sentences from the original text.
j. An average of 15-20% of the total length of the source text is
advisable.
k. Use the only examples when it is really necessary.
l. Avoid the personal comments and opinion.
m. Get rid of extra-textual information.
n. Maintain coherence and cohesion in the summaries.
o. Combine clauses and,
p. After understanding the text completely, it can comprehend the
different lexical, semantic, and grammar choices.
According to Khathayut & Karavi (2011:4), summarizing is an
abridgement expressing the main ideas of a text through reported speech
and relating to paraphrasing. It has to be shorter than the original text,
contain the main idea of the text, and when necessary, reported speech was
obligatorily used. To achieve comprehension in reading, an effective
14
the text with his/her own background knowledge, summarizing
information, drawing conclusions, and posing questions at the text
(McNamara, 2007; Block, Rodgers & Johnson, 2006; Keer &Verhaeghe,
2005; Allen, 2003) in Nasei, Assadi & Zoghi (2013:75).
2. Model the Summarizing Strategy
The researcher take the model of summarizing strategy from
Denton, C., Bryan, D., Wexler, J., Reed, D. & Vaughn S. (2007:125), that it
is quoted by NSW Government (education). It is chart displaying the
procedure for writing a summary.
Table 2. 1 the Procedure How to Write A Summary
HOW TO WRITE A SUMMARY
Step 1 List the main ideas for each paragraph in the text.!
Step 2 Underline the main idea statements that include the most important
ideas from the text!
Step 3 Combine any ideas that could go into one sentence!
Step 4 Number the ideas in logical order!
Step 5 Write the summary in one paragraph!
Step 6 Edit the summary!
Source: Denton, C., Bryan, D., Wexler, J., Reed, D. & Vaughn S. (2007:125)
NSW Government (education). Retrieved 16.33, October 06,
15
There are six steps of the procedure how to write a summary. The
first step is listing the main ideas for each paragraph in the passage. Read a
main idea statement until the reader have read through them all. The second
step is underlining the main idea statements that include the most important
ideas from the passage. Look at each main idea statement again and discuss
which main ideas to keep, which to leave out, and why. Constantly remind
that only the most important information goes in the summary.
The third step is combining any ideas that could go into one
sentence. Only those main idea statements that contained the most important
information have been selected. „Think aloud‟ as the reader read the
statements and identify some that could be combined into a single sentence.
The forth step is numbering the ideas in logical order. Read the main idea
statements and decide how to put them in order so they make sense. „Think
aloud‟ through the process of ordering the remaining main idea statements.
The fifth step is writing the summary in one paragraph. Once the
important statements have been underlined, the ones that go together
combined, and all the remaining ideas numbered in an order that makes
sense, the summary can be written. The summary should be only one
paragraph long. The last step is editing the summary.To edit it is to check
for correct capital letters, punctuation, spelling, and, most of all, whether the
written summary makes sense. Finally, be sure to read the entire summary
16
3. Summarizing strategy and Writing Achievement
Summarizing is a skill that enhances students‟ writing and
comprehension because it requires reprocessing information in a written text
or heard in a listening task and requires expressing that information in their
own words to reconstruct the meaning in a condensed form, Nia, Khoshsima
(2014:266). Therefore, summarize has relationship with writing
Achivement. They are added that summarizing can improve comprehension
accuracy of written performance. Summarizing, one of the primary
writing-to-read strategies in academic settings, offers tremendous opportunities for
writing to enhance reading (Kintsch & Van Dijk, 1978; Trites & McGroarty,
2005 in Mokeddem & Houcine, Rabani (2016:1).
Summary have relation with assessing writing. According Ratih
Purwati (2016:27) said that in analytical scoring, scripts are rated on several
aspects of writing or criteria rather than given a single score. She also said
that depending on the purpose of assessment, scripts might be rate on such
features as content, organization, cohesion, register, vocabulary, grammar,
or mechanics. According to Harris (1968:68 in Ratih Purwati:28) some
component in good writing are content, form, grammar, style, and
mechanic. The explanation of the component above are:
a. Content
The substance of writing the ideas expressed. Writing must convey
the main idea or an attentive reader should be able to grapes the writer
17 b. Form
The organization of the content is writing should logical or
associative connection and transition which early express the
relationship of the idea described (Harris, 1968:68 in Ratih Purwati:28).
c. Grammar
The employment o grammatical form and syntactic pattern.
Writing should adhere to the rules of grmmar related to the tenses with
sequence of time (Haris, 1969:68 in Ratih Purwati:28).
d. Style
The choice of structure of lexical items to give a particular tone or
flavor to the writing. Writing should engage its reader through original
insight and precise (Haris, 1969:68 in Ratih Purwati:28).
e. Mechanic
The use of graphic convention of language is writing must use a
good spelling punctuation, and tidy and clean writing (Haris, 1969:68 in
Ratih Purwati:28).
To assess in the research the researcher also used Sarra Chusing Weigle‟s
assessing. The explanation of component above are:
a. Content
The including of contents are knowledgeable; substantive; through
18 b. Organization
The including of organization are fluent expression; ideas clearly
stated / supported; succinct; well-organized; logical sequencing;
cohesive.
c. Vocabulary
The including of vocabularies are adequate range; occasional errors
of word / idiom form, choice, usage but meaning not obscured.
d. Language Use
The including of language use are sophisticated range; effective
word; word from mastery; appropriate register.
e. Mechanics
The including of mechanics are demonstrates mastery of
conventions, few errors of spelling, punctuation, capitalization,
paragraphing.
4. Definition of Reading Comprehension
Reading comprehension is a process that involves the orchestration
of the readers‟ prior knowledge about the world and about language, Antoni
(2010:41). reading comprehension as the process of concurrently extracting
and constructing meaning through interaction and involvement with written
language. According to Rahmani & Sadeghi (2011) that it quoted by
19
known as an interactive mental process between a reader‟s linguistic
knowledge, knowledge of the world, and knowledge about a given topic.
Hillerich (1983: 126) classifies reading comprehension into three
levels: (1) literal comprehension, (2) inferential comprehension, and (3)
critical comprehension.
a. Literal comprehension level
It is requires the reader to recall facts that are overtly stated in the
text. For examples, it is to recall names, things, and areas. According to
Burns, Roe & Ross (1984: 177) that it quoted by Suwanto (2014:2) said
that a literal understanding of the reading includes basic ideas, detailed
or descriptive, cause and effect, sequence or series of vocabulary and
comprehension, sentence meaning and the meaning of the paragraph.
The goal of reading is comprehension students can understand the
contents of reading that included capabilities. Heilman, Blair &Rupley
(1986: 190) explains that literal comprehension, understanding main
ideas and information explicitly (explicit) stated in paragraph. Literal
comprehension includes reading to find facts, placing special details,
and follow instructions / directions, Robinson & Good (1987: 145-146).
Literal understanding is that there are answers in the text. This is also
supported by the Harris & Sipay (1985: 491) as follows:
20
make an inference is based on his lack of literal comprehension”.
The idea is literal comprehension questions need to be asked as a
matter of factual information so the main focus (as in the matter of
knowledge), and is also necessary to prove whether the inability of
students in the literal understanding. Therefore, literal understanding is
the simplest level of understanding because few readers demanding
cognitive abilities.
b. Inferential comprehension level
Allows the reader to suggest relevant additional information based
on the text confronted and personal experience. It refers to
understanding what an author meant and what was said, developing
general conclusions, inferring main idea, sequencing, making judgment,
predicting outcomes, etc. interpretative understanding, understanding
main ideas and information that is implicitly (implied) stated
inparagraph, Heilman, Blair &Rupley (1986: 190). to build
understanding and finding information than what is explicitly stated in
the text. Finding the main idea, determine implications, apply; task is an
example of interpretive understanding. In a critical level, the reader
makes decisions/assessment of whether a material is accurate, relevant,
including the fact/opinion, Robinson & Good (1987: 145-146).
21
It leads to the making of balanced judgments about the author‟s
style and some other aspects of the text. It has to do with evaluating or
making judgments in four major areas: central issues, support for those
issue, language style, and logic used to arrive at conclusions. Critical
comprehension, analysis, evaluation and personally relate to the
information set forth in paragraphs, Heilman, Blair &Rupley (1986:
190). In a critical level, the reader makes decisions/assessment of
whether a material is accurate, relevant, including the fact/opinion,
Robinson & Good (1987: 145-146).
5. Effect of Summarization strategies in Comprehension
Summary writing is a mixture of reading and writing. Writing a
summary of a text can help students connect the essence of ideas, process
thoughts, rephrasing and restructuring them in their own words, Perin
(2002) that it quoted by Pakzadian & Rasekh (2012). Graham and Hebert
(2010) investigated the reciprocal relationship between writing and reading
to see whether writing activities have an impact on reading activities. It can
be concluded that having students write about what they have read simply
will improve their reading abilities. summarization can help readers to focus
on the essence information and therefore improve comprehension
(Anderson & Armbruster, 1984; Pearson & Fielding, 1991) that it quoted by
22 CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the searcher would like to explain methodology which
is used in this research. It consists of research approach, type of research,
research subject, research variable, data collection, research instrument, data
analysis and assumption. The purpose of this research is to investigate and
describe the effect of using summarizing strategy of intermediate EFL
Learners‟ in reading comprehension.
A. Research Approach
In research methodology, there are two kinds of research approach,
those are quantitative and qualitative. To scoring of the achievement test , the
researcher uses quantitative approach. To analyze of the score, researcher
uses qualitative approach. This approach is concerned with subjective
assessment of opinions and feeling.
According to Bogdan and Taylor as stated by Moleong(2010:4) in
Muna (2015:35), qualitative method is a research method which produces
descriptive data in the form of written or oral words of observed people and
their behavior. qualitative research was used because the problems of this
research needed to be investigated inductively.
According to Hancock (2002:6) “qualitative research is concerned
with developing explanations of social phenomena. That is to say, it aims to
23
they are”. Qualitative research is concerned with the opinions experiences
and feelings of individuals producing subjective data. Qualitative research
describes social phenomena as they occur naturally. No attempt is made to
manipulate the situation under study as is the case with experimental
quantitative research.
`Based on the statement above, the qualitative research is concerned
with the opinions, experiences and feelings of individuals producing
subjective data. Therefore this research has investigated in deeply.
In this research, the researcher uses case study as the type of
research.c according to muna (2015:35) case studies generally aim to provide
a holistic description of language learning or use within a specific population
and setting. It tends to provide detailed descriptions of specific learners (or
sometimes classes) within their setting learning.
“Case study is a research approach. It creates an in-depth description and analysis of a bounded system – one individual, institution, or educational context. By concentrating on a single (or few) case(s), this approach can describe a particular learning or teaching process or research
setting in great detail. The focus of a case study can either be on the case itself or on an issue which the case(s) illustrates. Case study uses multiple sources of data and data collection methods, and it often combines both qualitative and
quantitative research approaches. (Because the term of this research is case study, the researcher intends to investigate, and analyze the effect of using summarizing strategy of
intermediate EFL learners‟ in reading comprehension. The findings of the present study illustrates the effect and the significant effect of using summarizing strategy in reading
comprehension especially in literal comprehension level”
24
Based on the statement above, case study creates an in-depth
description and analysis of bounded system. These include one
individual, institution, or educational context. Case study uses
multiple sources of data and data collection methods, and it often
combines both qualitative and quantitative researchapproaches.
The researcher categories the data into two categories:
1.Primary Data
According to Sugiyono (2009:308) in Wibowo (2013:24) Primary
data sources is the data that directly given for researcher. In this study,
the researcher gains the data from English students at MAN 2 Semarang
through structured questioner, and achievement test. The data of this
research are coming from structured questionnaire after the students
summarize a text on reading comprehension and students answered the
achievement test.
2.Secondary Data
Sugiyono (2009:308) in Wibowo (2013:24) states that secondary
data sources is the data indirectly given for researcher like by document,
observations.
B. Location of the Study
For the purpose of this study, the location of the study were
implemented in twelve grade of Madrasah Aliyah Negeri (MAN) 2 Semarang
in the academic year of 2017/2018. Madrasah Aliyah Negeri (MAN) 2
25
intermediate EFL Learners. In the location the researcher hopes able to find
the goal of the research.
C. Time of the Study
Table 3.1 Time of the Study
Number Activity Time
1
The data of this research are coming from the result of students‟ work.
The students summary the text in appropriate in researcher‟s instruction first.
It enables the occurrence the comprehend topic of the text. After the students
finished it, they answer the achievement test. Then they answer close
26
The subject of the study is twelve grade of Madrasah Aliyah Negeri
(MAN) 2 Semarang in the academic year of 2017/2018. The population of
this research is the students of intermediate English Foreign Language of
MAN 2 Semarang in the Academic Year of 2017/2018. The total population
of of MAN 2 Semarang are 480 students. According to Sugiyono (2008: 80)
in Irawati (2013:43) said that Population is the area of generalization that
consist of the object/subject that has the certain quality and characteristic that
is decided by the researcher to be learn and then take the conclusion.
The populations in this research are 48 twelfth grades students of
intermediate English Foreign Language of MAN 2 Semarang in the
Academic Year of 2017/2018. Sample is part of the representative population
that is observed. According to Arikunto (2006:134) said that when the subject
is less than 100, it is better to take all of subject and it becomes population of
the research. However if more than 100, the researcher can take 10-15% or
20-25% or more. The researcher takes 10 % of the population as sample of
this research. The researcher use the quota ways‟ sampling. The following is
the list of sample of this research:
Table 3. 2 Table of Subject of the Research
No. Code Name
1. AN
2. AZ
3. EKP
27
Table 3. 2 Table of Subject of the Research
5. FYA
6. JW
7. ML
8. MA
9. NFH
10. NAP
11. NV
12.. NZ
13. RL
14. SH
15. SF
16. SR
17. SM
18. SW
19. SWT
20. SFT
21. SNR
22. TM
23. WN
24. WNW
25. DA
28
Table 3.2 Table of Subject of the Research
No. Code Name
27. AS
28. IS
29. KA
30. NKN
31. MTN
32. MRM
33. MFA
34. ANA
35. AW
36. CA
37. FWR
38. LLK
39. MKF
40. MR
41. NF
42. HNO
43. TW
44. WA
45. IPA
46. FA
29
48. RP
E. Method of Data Collection
Collecting a data is one of the important steps in a research. The
researcher had to determiner an appropriate technique to collect data. There
are varieties of technique that can be used to collect data in a qualitative study
including observation, questioner and documentation. In this case, the
researcher used documentation, observation and questioner to collecting the
data in this study.
1.Observation
Observation is the process getting background information about
the environment where a research project is being undertaken. According
to Hancock, Ockleford & Windridge (2009) said that observation is a
technique that can be used when data cannot be collected through other
means, or those collected through other means are of limited value or are
difficult to validate. The researcher can record their observations of
people, situation or an environment by making notes of what has been
observed and photograph. The researcher have to try to write down
interview data as an interview takes place. In this research, researcher
used the observation as secondary data to support the data primary.
2.Test
Test is a series of questions or other instruments which are used to
measure individual or groups skill, knowledge, intelligence, capability or
30
be done. The test consist 10 items. It is multiple choices question, that it
is lateral comprehension level. This test is to know the students
achievement.
3.Questioner
Open ended question in questioner in this research is to be thirdly
data. According to Hancock, Ockleford & Windridge (2009) stated that it
is usually require that responses, which reflect the opinions, be written in
blank spaces. Therefore from their opinion of the respondents make data.
In this research, researcher used structured questioner. According to
Subana, Rahadi & Sudrajad (2000:31) that structured questioner is to find
information about the fact of students self. This research, researcher used
this questioner to find the opinion about summarizing strategy from the
students.
4.Documentation
According to Sugiyono (2006:329) said that documentations study
is technique of data collection witch indirectly aimed to subject of
research. Whereas, documentation is a record of events in the past in
form of hand writing or even literature work. The researcher used
achievement test as document that worked by students, which are
31 F. Method of Data Analysis
1.Scoring
a. Scoring of Students’ Summary
To determine students‟ summary score. The researcher used the
rubric from Weigle (2002:116) at her book entitle Assesing Writing;
Table 3.3 Writing Rubric by Sarra Chusing Weigle (2002:116)
Name : Date :
Score Point Description
Content
30-27 EXCELENT TO VERY GOOD :
knowledgeable; substantive; through
development of thesis; relevant to the
assigned topic.
26-23 GOOD TO AVERAGE : Some
knowledge of the subject; adequate
range; limited development of thesis;
mostly relevant to the topic, but lacks
detail.
21-17 FAIR TO POOR: limited knowledge
of the subject; little substance;
inadequate development of topic.
16-13 VERY POOR: does not show
32
Table 3.3 Writing Rubric by Sarra Chusing Weigle (2002:116)
Name : Date :
Score Point Description
not pertinent; OR not enough to
evaluate.
Organization
20-18 EXCELLENT TO VERY GOOD:
fluent expression; ideas clearly stated
supported; succinct; well-organized;
logical sequencing; cohesive.
17-14 GOOD TO AVERAGE: somewhat
choppy; loosely organized but main
ideas stand out; logical but incomplete
sequencing.
Organization
13-10 FAIR TO POOR: non-fluent; ideas
confused or disconnected; lacks
logical sequencing and development.
9-7 VERY POOR: does not communicate;
no organization; or not enough to
evaluate.
Vocabulary
20-18 EXCELLENT TO VERY GOOD:
sophisticated range; effective word;
33
Table 3.3 Writing Rubric by Sarra Chusing Weigle (2002:116)
Name : Date :
9-7 VERY GOOD: essentially translation;
little knowledge of English
vocabulary, idioms, word form; or not
enough to evaluate.
25-22 EXCELLENT TO VERY GOOD:
effective complex constructions; few
errors of agreement, tense, number,
word order/ function, articles,
pronouns, preposition.
21-18 GOOD TO AVERAGE: effective but
simple constructions; minor problems
34
Table 3.3 Writing Rubric by Sarra Chusing Weigle (2002:116)
Name : Date :
Score Point Description
errors in agreement, tense, number,
Language
Use
word order / function, articles, articles,
pronouns, prepositions but meaning
seldom obscured.
17-11 FAIR TO POOR: major problems in
simple / complex constructions,
frequent errors of negation;
agreement, tense, number, word order
function, articles, pronouns,
prepositions and / or fragments, run –
ons, deletions; meaning confused or
obscured.
10-5 VERY POOR: virtually no mastery of
sentence construction rules;
dominated by errors; does not
communicate; or not enough to
evaluate.
Mechanics
5 EXCELLENT TO VERY GOOD:
35
few errors of spelling, punctuation,
capitalization, paragraphing.
4 GOOD TO AVERAGE: Occasional
errors of spelling, punctuation,
capitalization, paragraphing, but
meaning not obscured.
3 FAIR TO POOR: frequent errors of
spelling, punctuation, capitalization,
paragraphing, poor handwriting,
meaning confused or obscured.
2 VERY POOR: no mastery or
conventions; dominated by errors of
spelling, punctuation, capitalization,
paragraphing, handwriting illegible; or
not enough to evaluate.
Total Score :
To know the percentage of students‟ classification the
researcher used the formula as follows:
P =
Explanation:
P = the percentage
36 N = the number of the subject
b. Scoring of Students achievement Test
Each items has 10 score, this score will be easier to determine
the level of lateral comprehension in reading comprehension. To
determine students‟ score, the researcher uses the following formula:
S = C X 10
S = Score
C = Correct Answer
To know the percentage of students‟ classification the
researcher used the formula as follows:
P =
Explanation:
P = the percentage
F = the frequency
N = the number of the subject
c. Scoring of Questioner
. The questioners are consisting of 5 questions in Indonesian
language. To find out the comparison between yes answer and no
answer, researcher to sum all students who said yes and to sum all
students who said no.
G. Data Analysis
The researcher tabulated the data from the students in order to draw
37
mastery table to classify the level of students‟ level comprehension. After
analyzing the data, the researcher gets the result about how is the significant
of students‟ level comprehension of using summarizing strategy in reading
comprehension.
Table 3.4 The Levels of Mastery (Haris, 1969:134 in Shofia, 2014: 39) The Percentage Level of Mastery
80-100% Excellent
60-79% Good
50-59% Average
38
CHAPTER IV
DATA ANAYSIS
In this chapter, the researcher would like to analyze the collected data
taken from 48 students as samples of intermediate EFL learners of MAN 2
Semarang in the academic year of 2017/2018.
A. Data Persentation
1.Data of Students’ Summary
After the students finished summary the text, researcher find that
the majority of them be able to determine the topic of the text. However,
they are not able to develop their word. They just copy paste in
appropriate the text.
After scoring the students‟ summary based on Sarra Chusing
Weigle (2002:116), the researcher tabulates the data as follows:
Table 4.1 Score of Summary
40
2.Data of Students’ literal Comprehension Level
After scoring the result of test, the researcher tabulates the data as
follows:
Table 4.2 Students’ Achievement Score
41
Table 4.3 Result of Questioner
No. Rspd
Code Name Rspd
The answer of Respondents
43
33. MFA √ √ √ √ √
34. ANA √ √ √ √ √
35. AW √ √ √ √ √
36. CA √ √ √ √ √
37. FWR √ √ √ √ √
38. LLK √ √ √ √ √
39. MKF √ √ √ √ √
40. MR √ √ √ √ √
41. NF √ √ √ √ √
42. HNO √ √ √ √ √
43. TW √ √ √ √ √
44. WA √ √ √ √ √
45. IPA √ √ √ √ √
46. FA √ √ √ √ √
47. SM √ √ √ √ √
48. RP √ √ √ √ √
Total 45 3 39 9 43 5 40 8 38 10
B. Analysis of Data
1.Analysis of the summarizing
The result of students‟ score is analysis by Sarra Chusing Weigle‟s
44
students‟ score in reading comprehension the researcher tries to analyze it by
the formula. The formula is as follows:
P =
Explanation:
P = the percentage
F = the frequency
N = the number of the subject
Based on Harris (1969:134), the percentage can be classified by level
of mastery. It is to find out the strategy is effective or not, the researcher give
the text that the title is Tornado and give the instruction how to summarize.
The students have to summarize the text. The purpose of the instruction is to
know their summary in reading comprehension good or not. The researcher
collected the data in students‟ summary.
After getting the students‟ score the researcher go to the next step.
That is to find the percentage of the students‟ score. Haris (1969: 134 in
Shofia, 2014: 39) divided mastery into four levels, they are:
Table 4. 4 Level of Mastery based on Haris (1969: 134)
The Percentage Level of Mastery
80-100% Excellent
60-79% Good
50-59% Average
45
To get the percentage of students‟ summary in reading
comprehension of English Foreign Language of MAN 2 Semarang in the
academic year of 2017/2018, the researcher used the formula below to show
the percentage:
P =
1. There are 41 students who get excellent classification. The
percentage is as follow:
P = = 85.4%
2. There are 7 students who get good classification. The percentage is
as follow:
P = = 14.6%
3. There is no students who get average and poor classification.
From the finding above, it can be showed that the instruction how to
summary the text is success. The students finished their work by good
performance. It is mean that researcher can go to the research.
Chart 4. 1 the Percentage of Students’ Summary Score
46
Based on the diagram 2.3 show, that the percentage of students
who get excellent classification are 85.40%. The percentage of students who
get good classification are 14.60%. The percentage of students who get
average and poor classifications is 0%.
After the researcher find out the result of students‟ summary then the
researcher go to the point of the research it is analyzing the students‟ score.
2. Analysis of the Students Score
The researher would like to analyze the data taken from the result of
students' achievement test. There are ten question in literal comprehension
level. The question was taken from Utami, Rahmah & Furaidah (2015:100).
The data are presented as follow:
1. What does the word tornado mean?
a.Twist
b.Rain
c.Water
d.Sun
Correct answer: A. For this question, all students answer correctly and no
student who answer incorrectly.
2. What is a tornado?
a. A tornado is the rain fall
b.A tornado is a breeze produced by atmospheric conditions, mainly slowly,
47
c.A tornado is a whirlwind produced by atmospheric conditions, mainly
extremely low pressure, during a severe thunderstorm.
d.tornado is one of the most unpredictable and destructive forces of nature.
Correct answer: C. For this question, 45 students answer correctly and 3
students answer incorrectly.
3. How do tornadoes usually turn?
a.Counterclockwise.
b.Clockwise.
c.Straight
d.Intricacies
Correct answer: A. For this question, 47 students answer correctly and 1
student answer incorrectly.
4. What do tornadoes look like?
a. It can change course without notice, and is usually accompanied by a
roaring sound, or as some describe it.
b. They appear as funnel shaped columns of violently rotating winds that
reach down from a storm and touch the ground.
c. Become visible once debris and dirt are pulled into it.
d. It can change course a notice, and is usually accompanied by a roaring
sound, or as some describe it.
Correct answer: B. For this question, 4I students answer correctly and 7
students answer incorrectly.
48 a. clouds; twister
b. Funnel; wood
c. Twister;wood
d. Rain; wood
Correct answer: A. For this question, 35 students answer correctly and 13
students answer incorrectly.
6. Why is it technically not correct to refer tornadoes as funnel clouds?
a.Because usually preceded by severe storms, which may include lightning,
high winds, and frequent hail.
b.Because a funnel cloud is different, not in its make up.
c.Because funnel clouds touch the ground, whereas tornados do.
d.Because funnel clouds do not touch the ground, whereas tornados do.
Correct answer: D. For this question, 4 students answer correctly and 44
students answer incorrectly.
7. Why is a tornado described as a twister?
a. Because usually preceded by severe storms, which may include lightning,
high winds, and frequent hail.
b. Because funnel clouds do not touch the ground, whereas tornados do
c. Because of its violent twisting motion
d. Because a funnel cloud is different, not in its make up.
Correct answer: C. For this question, 42 students answer correctly and 6
students answer incorrectly.
49
a.unpredictable and destructive forces of nature
b.Nobody who knows
c.Severe storms, which may include lightning, high winds, and frequently
hail.
d.a tornado is not always visible to the eye.
Correct answer: C. For this question, 37 students answer correctly and 11
student answer incorrectly.
9. What usually accompanies a tornado?
a.Lightning on the sky
b.A roaring sound, or the sound of freight train
c.Rain fall
d.Sun shine
Correct answer: B. For this question, all students answer correctly and there
is no student answer incorrectly.
10.What does the word some in the last line refer to?
a. Tornado
b. Storms
c. Funnel cloud
d. People
Correct answer: C. For this question, there is no student answer correctly and all
students answer incorrectly. In this question is not including in literal
comprehension. It is include in inferential comprehension level. In this question is
50
To find the percentage of the test result, Haris (1969: 134 in Shofia,
2014: 39) divided mastery into four levels, they are:
Table 4. 5 Level of Mastery Based on Haris (1969: 134) The Percentage Level of Mastery
80-100% Excellent
60-79% Good
50-59% Average
0-49% Poor
the researcher used the formula below to show the percentage: P =
1. There are 21 students who get excellent classification. The
percentage is as follow:
P = = 43.75%
2. There are 27 students who get good classification. The percentage
is as follow:
P = = 56.25%
3. There are no students who get average and poor classification.
From the finding above, it can be showed that summarizing strategy has
good effect. The students succeed to get the good point. It is mean the majority of
the students could comprehend the text and could comprehend the question of the
