THE EFFECT OF APPLYING SUMMARIZING STRATEGY TOWARD STUDENTS’ READING COMPREHENSION IN EXPOSITION TEXT
An Experimental Research at Second Grade Students
Amelia Hamida
Faculty of Languages and Arts email: [email protected]
Penelitian ini bertujuan
meringkas terhadap pemahaman siswa dalam penelitian ini adalah penelitian ek
siswa kelas XI MAN 2 Padang
terdiri dari dua kelas yaitu kelas XI IPA 1 sebagai kelas eksperimen dan XI IPA 2 sebagai kelas control dengan
cluster random sampling.
Data berupa nilai tes pemahaman membaca oleh kedua kelompok sampel dianalisis secara statistik dengan menggunakan rumus Berdasarkan hasil hitungan ini, disim
strategi meringkas dalam pemelajaran
pengaruh yang lebih baik terhadap pemahaman siswa dalam membaca.
Kata kunci: strategi meringkas, pemahaman membaca
A. Introduction
In this information and communication
activity. It is so because reading is a useful activity in getting information, knowledge, technology, and pleasure.
activities, it is appropriate if the reading becomes an important p language skills that is developed in school.
teaching English subject uses genre
subject at second grade of senior high school is to make students be able to understand the idea in functional text and in short essay focuses in report, narrative, spoof, analytical exposition, and hortatory exposition form in order to increase students’ knowledge and are accepted in daily life. The indicators of the reading are finding topic or general idea from the text, main idea, detail information, and meaning of the words o
(Depdiknas: 2006).
Based on preliminary study in MAN 2 Padang, students’ ability in comprehending texts was still low. It was supported by the data taken from an English teacher of MAN 2 Padang. There were 63% of
score under 65 (standard score) in reading test, and the average score was 51.
From the result of the test, it could be concluded that the weaknesses of the THE EFFECT OF APPLYING SUMMARIZING STRATEGY TOWARD
STUDENTS’ READING COMPREHENSION IN EXPOSITION TEXT Experimental Research at Second Grade Students of MAN 2 Padang
Hamida1, Zainuddin Amir2, Fitrawati3 English Department
Faculty of Languages and Arts State University of Padang email: [email protected]
Abstrak
Penelitian ini bertujuan untuk melihat dampak penggunaan strategi meringkas terhadap pemahaman siswa dalam membaca. Jenis penelitian ini adalah penelitian eksperimen. Populasi penelitian ini siswa kelas XI MAN 2 Padang tahun ajaran 2011-2012. Sampelnya terdiri dari dua kelas yaitu kelas XI IPA 1 sebagai kelas eksperimen dan XI IPA 2 sebagai kelas control dengan menggunakan teknik cluster random sampling. Tes dilakukan dua kali: pretest dan posttest.
Data berupa nilai tes pemahaman membaca oleh kedua kelompok sampel dianalisis secara statistik dengan menggunakan rumus Berdasarkan hasil hitungan ini, disimpulkan bahwa penggunaan strategi meringkas dalam pemelajaran membaca dapat memberikan pengaruh yang lebih baik terhadap pemahaman siswa dalam
strategi meringkas, pemahaman membaca
In this information and communication era, reading is a very important activity. It is so because reading is a useful activity in getting information, edge, technology, and pleasure. In line with the importance of reading activities, it is appropriate if the reading becomes an important p
language skills that is developed in school. In School-based curriculum (
teaching English subject uses genre-based approach. The purpose of reading subject at second grade of senior high school is to make students be able to understand the idea in functional text and in short essay focuses in report, ical exposition, and hortatory exposition form in order to increase students’ knowledge and are accepted in daily life. The indicators of the reading are finding topic or general idea from the text, main idea, detail information, and meaning of the words or phrase and reference based on the text Based on preliminary study in MAN 2 Padang, students’ ability in comprehending texts was still low. It was supported by the data taken from an English teacher of MAN 2 Padang. There were 63% of the students who got the score under 65 (standard score) in reading test, and the average score was 51.
From the result of the test, it could be concluded that the weaknesses of the THE EFFECT OF APPLYING SUMMARIZING STRATEGY TOWARD
STUDENTS’ READING COMPREHENSION IN EXPOSITION TEXT:
of MAN 2 Padang
untuk melihat dampak penggunaan strategi membaca. Jenis sperimen. Populasi penelitian ini 2012. Sampelnya terdiri dari dua kelas yaitu kelas XI IPA 1 sebagai kelas eksperimen menggunakan teknik posttest.
Data berupa nilai tes pemahaman membaca oleh kedua kelompok sampel dianalisis secara statistik dengan menggunakan rumus t-test.
pulkan bahwa penggunaan dapat memberikan pengaruh yang lebih baik terhadap pemahaman siswa dalam
era, reading is a very important activity. It is so because reading is a useful activity in getting information, In line with the importance of reading activities, it is appropriate if the reading becomes an important part of the based curriculum (KTSP), based approach. The purpose of reading subject at second grade of senior high school is to make students be able to understand the idea in functional text and in short essay focuses in report, ical exposition, and hortatory exposition form in order to increase students’ knowledge and are accepted in daily life. The indicators of the reading are finding topic or general idea from the text, main idea, detail r phrase and reference based on the text Based on preliminary study in MAN 2 Padang, students’ ability in comprehending texts was still low. It was supported by the data taken from an the students who got the score under 65 (standard score) in reading test, and the average score was 51.
From the result of the test, it could be concluded that the weaknesses of the
students in comprehending a text were the ability of identifying main idea paragraph, the pattern of the text, and details.
It was assumed that there were several possible causes that might contribute to the students’ low ability in reading comprehension. It might appear from the students’ side that caused their reading a
to activate their prior knowledge or previous experience while reading.
the students had lack of vocabularies. The last, the students did not know how to read well.
The teacher might also influence to t
teaching reading process. The teacher had problem in choosing appropriate strategy in teaching reading to improve students’ reading comprehension. So far, the way of teacher teaching is good. Teacher uses one strategy in
can be said that the teacher only uses question answer strategy. However, the strategy used by the teacher is assumed not
comprehending a text.
In teaching reading by using this strategy, the teacher focuses questions whether it is in pre
also gives more emphasis on understanding grammar and pattern of a text in teaching reading process. However, the explanation of getting the main idea is not practiced in-depth.
Due to some difficulties in reading comprehension, teacher should overcome these problems by finding the best strategy in teaching reading comprehension.
However, this study is going to focus on how to help students in comprehending the text by looking for the topic, main idea, and some important ideas. Besides, this study will give another strategy to the teacher that can be applied in teaching.
Summarizing can be one of the strategies in teaching reading comprehension.
This strategy offers comprehending a text by looking for the main idea and some important ideas (Marzano, Pickering, and Pollock, 2001). For example in reading exposition texts, summarizing is needed in order to get the comprehension. By using this strategy, readers can fin
So far, the teacher has not used this strategy yet. Even though there is a summarizing task, the teacher does not give a clear technique how to write a summary. However, in this study, summarizing strategy is aime
students’ reading comprehension and it is not focus on writing a summary.
Summarizing can be done orally, in writing, through groups or individually (West Virginia Department of Education, 2011)
Because of the reasons above, summarizing strat
study is going to investigate whether summarizing strategy contributes to students’ reading comprehension or not. Therefore, the researcher wants to conduct a research about the effect of applying summarizing strategy towards students’ reading comprehension in second grade of MAN 2 Padang.
Summarizing strategy will be discussed in depth in these following items.
1. Definition of Summarizing Strategy Summarizing strategy i
gist of the chunk of information that is being summarized.
on West Virginia Dep
students in comprehending a text were the ability of identifying main idea paragraph, the pattern of the text, and details.
It was assumed that there were several possible causes that might contribute to the students’ low ability in reading comprehension. It might appear from the students’ side that caused their reading abilities low. First, the students were rare to activate their prior knowledge or previous experience while reading.
the students had lack of vocabularies. The last, the students did not know how to The teacher might also influence to the students’ ability, especially in teaching reading process. The teacher had problem in choosing appropriate strategy in teaching reading to improve students’ reading comprehension. So far, the way of teacher teaching is good. Teacher uses one strategy in
can be said that the teacher only uses question answer strategy. However, the strategy used by the teacher is assumed not fulfil students’ needs yet in comprehending a text.
In teaching reading by using this strategy, the teacher focuses questions whether it is in pre-reading, whilst-reading, and post reading.
also gives more emphasis on understanding grammar and pattern of a text in teaching reading process. However, the explanation of getting the main idea is not Due to some difficulties in reading comprehension, teacher should overcome these problems by finding the best strategy in teaching reading comprehension.
However, this study is going to focus on how to help students in comprehending xt by looking for the topic, main idea, and some important ideas. Besides, this study will give another strategy to the teacher that can be applied in teaching.
Summarizing can be one of the strategies in teaching reading comprehension.
rs comprehending a text by looking for the main idea and some important ideas (Marzano, Pickering, and Pollock, 2001). For example in reading exposition texts, summarizing is needed in order to get the comprehension. By using this strategy, readers can find the main idea of each paragraph easily.
So far, the teacher has not used this strategy yet. Even though there is a summarizing task, the teacher does not give a clear technique how to write a summary. However, in this study, summarizing strategy is aime
students’ reading comprehension and it is not focus on writing a summary.
Summarizing can be done orally, in writing, through groups or individually (West Virginia Department of Education, 2011)
Because of the reasons above, summarizing strategy will be applied. This study is going to investigate whether summarizing strategy contributes to students’ reading comprehension or not. Therefore, the researcher wants to conduct a research about the effect of applying summarizing strategy towards
ents’ reading comprehension in second grade of MAN 2 Padang.
Summarizing strategy will be discussed in depth in these following items.
Definition of Summarizing Strategy
Summarizing strategy is a set of steps that a student follows to determine the of the chunk of information that is being summarized. Summarization based partment of Education (2011) is the main ideas of the text are students in comprehending a text were the ability of identifying main idea of a It was assumed that there were several possible causes that might contribute to the students’ low ability in reading comprehension. It might appear from the bilities low. First, the students were rare to activate their prior knowledge or previous experience while reading. Second, the students had lack of vocabularies. The last, the students did not know how to he students’ ability, especially in teaching reading process. The teacher had problem in choosing appropriate strategy in teaching reading to improve students’ reading comprehension. So far, the way of teacher teaching is good. Teacher uses one strategy in teaching or it can be said that the teacher only uses question answer strategy. However, the students’ needs yet in In teaching reading by using this strategy, the teacher focuses on giving reading, and post reading. Teacher also gives more emphasis on understanding grammar and pattern of a text in teaching reading process. However, the explanation of getting the main idea is not Due to some difficulties in reading comprehension, teacher should overcome these problems by finding the best strategy in teaching reading comprehension.
However, this study is going to focus on how to help students in comprehending xt by looking for the topic, main idea, and some important ideas. Besides, this study will give another strategy to the teacher that can be applied in teaching.
Summarizing can be one of the strategies in teaching reading comprehension.
rs comprehending a text by looking for the main idea and some important ideas (Marzano, Pickering, and Pollock, 2001). For example in reading exposition texts, summarizing is needed in order to get the comprehension. By
d the main idea of each paragraph easily.
So far, the teacher has not used this strategy yet. Even though there is a summarizing task, the teacher does not give a clear technique how to write a summary. However, in this study, summarizing strategy is aimed to improve students’ reading comprehension and it is not focus on writing a summary.
Summarizing can be done orally, in writing, through groups or individually (West egy will be applied. This study is going to investigate whether summarizing strategy contributes to students’ reading comprehension or not. Therefore, the researcher wants to conduct a research about the effect of applying summarizing strategy towards
ents’ reading comprehension in second grade of MAN 2 Padang.
Summarizing strategy will be discussed in depth in these following items.
s a set of steps that a student follows to determine the Summarization based artment of Education (2011) is the main ideas of the text are
restated as few words as possible. It can be done orally, in writing, through groups or individually. According to Desprit (2008) summarizing is telling the main ideas or events of a story in your own words. Zwiers (2004) says summarizing is strategy which involves representing, in a few sentences and in your own words.
Dole et al. (1991) describe
Often confused with determining importance, summarizing broader, more synthetic activity
is a necessary, but not sufficient, condition.
summarize information requires readers to si
of text, differentiate important from unimportant ideas, and then synthesize those ideas and create a new coherent text that stands for, by substantive criteria, the original. This sounds difficult, and the research demonstrates that
In short, summarizing strategy is the strategy of teaching reading in giving the main point only about something. It is a brief statement that reviews the major idea of something that has been read. In summarizing, it is needed
important ideas from the unimportant one.
2. Types of Summarizing Strategy Harvey & Goudvis (2000) says that
the types of summarization strategies. One way of thinking about the types of summarization strategies that might be taught in the classroom is by the length of text.
a. The Paragraph Summarization Strategy
This strategy focuses on students reading one paragraph at a time, stopping at the end of each paragraph, and then asking some questions to find
idea and supporting details. Students can tell someone what they think the paragraph is about, or they can write it.
b. The Section Summarization Strategy
This strategy focuses on students reading a multi
covers a topic. The student begins by raising questions about what the section might be about. As the students read, they are prompted to make one important summary statement about ea
the questions they raised as the beginning of the section, state or write a connected summary using the important statements recorded during reading, and then describe how this section relates to the preceding and foll sections.
c. The Multi-Section Summarization Strategy
This strategy focuses on the type of summarization that is required for report writing. As the student reads each section in a chapter or chapter of a book, he/she makes at least three summarizing
On the other hand, Marzano, Pickering, and Pollock (2001) divide summarizing into three types. The first is narrative. It is for summarizing stories or other narratives. Second is Topic
summarizing informational or explanatory text. The last is definition. It is for summarizing text that defines a concept or a term.
restated as few words as possible. It can be done orally, in writing, through groups . According to Desprit (2008) summarizing is telling the main ideas or events of a story in your own words. Zwiers (2004) says summarizing is
involves representing, in a few sentences and in your own words.
describe summarizing as follows:
Often confused with determining importance, summarizing broader, more synthetic activity for which determining importance is a necessary, but not sufficient, condition. The ability to summarize information requires readers to sift through large units of text, differentiate important from unimportant ideas, and then synthesize those ideas and create a new coherent text that stands for, by substantive criteria, the original. This sounds difficult, and the research demonstrates that, in fact, it is. (p.224)
In short, summarizing strategy is the strategy of teaching reading in giving the main point only about something. It is a brief statement that reviews the major idea of something that has been read. In summarizing, it is needed to separate the important ideas from the unimportant one.
Summarizing Strategy
Harvey & Goudvis (2000) says that there are several ways of thinking about the types of summarization strategies. One way of thinking about the types of trategies that might be taught in the classroom is by the length of The Paragraph Summarization Strategy
This strategy focuses on students reading one paragraph at a time, stopping at the end of each paragraph, and then asking some questions to find
idea and supporting details. Students can tell someone what they think the paragraph is about, or they can write it.
The Section Summarization Strategy
This strategy focuses on students reading a multi-paragraph section that covers a topic. The student begins by raising questions about what the section might be about. As the students read, they are prompted to make one important summary statement about each paragraph; at the end, they answer the questions they raised as the beginning of the section, state or write a connected summary using the important statements recorded during reading, and then describe how this section relates to the preceding and foll
Section Summarization Strategy
This strategy focuses on the type of summarization that is required for report writing. As the student reads each section in a chapter or chapter of a book, he/she makes at least three summarizing important statements.
On the other hand, Marzano, Pickering, and Pollock (2001) divide summarizing into three types. The first is narrative. It is for summarizing stories or other narratives. Second is Topic-Restriction-Illustration. It is for informational or explanatory text. The last is definition. It is for summarizing text that defines a concept or a term.
restated as few words as possible. It can be done orally, in writing, through groups . According to Desprit (2008) summarizing is telling the main ideas or events of a story in your own words. Zwiers (2004) says summarizing is a involves representing, in a few sentences and in your own words.
Often confused with determining importance, summarizing is a which determining importance The ability to ft through large units of text, differentiate important from unimportant ideas, and then synthesize those ideas and create a new coherent text that stands for, by substantive criteria, the original. This sounds difficult, and In short, summarizing strategy is the strategy of teaching reading in giving the main point only about something. It is a brief statement that reviews the major to separate the
there are several ways of thinking about the types of summarization strategies. One way of thinking about the types of trategies that might be taught in the classroom is by the length of
This strategy focuses on students reading one paragraph at a time, stopping at the end of each paragraph, and then asking some questions to find the main idea and supporting details. Students can tell someone what they think the
paragraph section that covers a topic. The student begins by raising questions about what the section might be about. As the students read, they are prompted to make one ch paragraph; at the end, they answer the questions they raised as the beginning of the section, state or write a connected summary using the important statements recorded during reading, and then describe how this section relates to the preceding and following
This strategy focuses on the type of summarization that is required for report writing. As the student reads each section in a chapter or chapter of a
important statements.
On the other hand, Marzano, Pickering, and Pollock (2001) divide summarizing into three types. The first is narrative. It is for summarizing Illustration. It is for informational or explanatory text. The last is definition. It is for
In this study, researcher is going to have a research on section summarization strategy. It means applying a summarizing strategy in mul paragraph in expositional texts.
3. The Advantages of Applying Summarizing Strategy
Jones (2009) states about the advantages of using summarizing strategy. First, it helps students learn to determine essential ideas and consolidate important details that support them. Second, it enables students to focus on key words and phrases of an assigned text that are worth noting and remembering. The last, it teaches students how to take a large selection of text and reduce it to the main points for more concise understanding.
The following are the advantages of applying summarizing strategy based Adler (2001). First, students can identify or generate main ideas. Then, students are able to connect the main or central ideas. Next, students are able to eliminate unnecessary information. The last, students are able to remember what they read.
It can be said that summarizing makes the students get the essential ideas.
Students are focus on key words. They can identify the main ideas. Students are also able to connect all of the main ideas. Therefore, they remember what they read and they get the comp
4. Teaching Reading through Summariz There are some steps
Kansas University (2007):
a. Provide students with a text.
b. Before starting, explain them the purpose of learning how to summarize text.
c. Describe the strategy and make a list of the steps on the board. Ask students to write it and keep the steps in their notes.
d. Have the students read the text and circle unfamili circled words.
e. Ask students to read the text again and take notes of main idea and important details as they read. They can make notations on
highlighting.
f. Instruct students another as teacher
On the other hand, there are five instructional phases in modeling this strategy based on Karbalaei and Rajyashree (2010):
a. The teacher defines summarization
b. The teacher models and practices the strategy for one session.
c. The students practice summarization strategy taught with familiar contexts and familiar tasks.
d. The students evaluate their own strategy used immediately afte session.
e. The students are asked to apply this strategy to new tasks.
In teaching reading comprehension through this strategy, summarization can be applied in oral or in written. Like what has been said by the site of West In this study, researcher is going to have a research on section summarization strategy. It means applying a summarizing strategy in mul paragraph in expositional texts.
The Advantages of Applying Summarizing Strategy
Jones (2009) states about the advantages of using summarizing strategy. First, it helps students learn to determine essential ideas and consolidate important details that support them. Second, it enables students to focus on key words and igned text that are worth noting and remembering. The last, it teaches students how to take a large selection of text and reduce it to the main points for more concise understanding.
The following are the advantages of applying summarizing strategy based Adler (2001). First, students can identify or generate main ideas. Then, students are able to connect the main or central ideas. Next, students are able to eliminate unnecessary information. The last, students are able to remember what they read.
n be said that summarizing makes the students get the essential ideas.
Students are focus on key words. They can identify the main ideas. Students are also able to connect all of the main ideas. Therefore, they remember what they read and they get the comprehension as a objective of reading.
Teaching Reading through Summarization Strategy
There are some steps of teaching summarizing strategy based on the site of ity (2007):
Provide students with a text.
Before starting, explain them the purpose of learning how to summarize Describe the strategy and make a list of the steps on the board. Ask students to write it and keep the steps in their notes.
Have the students read the text and circle unfamiliar words and look up Ask students to read the text again and take notes of main idea and important details as they read. They can make notations on the text, by underlining or nstruct students in pairs and have them practice describing the steps to one
teacher walk around the class and listen to their practice.
On the other hand, there are five instructional phases in modeling this strategy based on Karbalaei and Rajyashree (2010):
The teacher defines summarization strategy in context while reading.
The teacher models and practices the strategy for one session.
The students practice summarization strategy taught with familiar contexts and familiar tasks.
The students evaluate their own strategy used immediately afte The students are asked to apply this strategy to new tasks.
In teaching reading comprehension through this strategy, summarization can be applied in oral or in written. Like what has been said by the site of West In this study, researcher is going to have a research on section summarization strategy. It means applying a summarizing strategy in multi-
Jones (2009) states about the advantages of using summarizing strategy. First, it helps students learn to determine essential ideas and consolidate important details that support them. Second, it enables students to focus on key words and igned text that are worth noting and remembering. The last, it teaches students how to take a large selection of text and reduce it to the main The following are the advantages of applying summarizing strategy based on Adler (2001). First, students can identify or generate main ideas. Then, students are able to connect the main or central ideas. Next, students are able to eliminate unnecessary information. The last, students are able to remember what they read.
n be said that summarizing makes the students get the essential ideas.
Students are focus on key words. They can identify the main ideas. Students are also able to connect all of the main ideas. Therefore, they remember what they
teaching summarizing strategy based on the site of
Before starting, explain them the purpose of learning how to summarize a Describe the strategy and make a list of the steps on the board. Ask students ar words and look up Ask students to read the text again and take notes of main idea and important by underlining or describing the steps to one walk around the class and listen to their practice.
On the other hand, there are five instructional phases in modeling this strategy strategy in context while reading.
The teacher models and practices the strategy for one session.
The students practice summarization strategy taught with familiar contexts The students evaluate their own strategy used immediately after practice
In teaching reading comprehension through this strategy, summarization can be applied in oral or in written. Like what has been said by the site of West
Virginia Department of Education (2011), summarizing can be done orally, in writing, through groups or individually.
In brief, the way of teaching summarizing strategy that will be applied is referred to the steps that offer by the site of West Virginia Department of Education (2011), Karbalaei & Rajyashree (2010), and the site of Kansas University (2007). However, the rules and the quick steps of teaching summarizing strategy are also based on other experts like Marzano, Pickering, and Pollock. It will make teaching section sum
Here is the combination way of teaching summarizing strategy that is applied in this research:
a. Teacher defines summarizing strategy and explains what are the purpose of applying this strategy while reading.
b. Teacher asks a volunteer to read a paragraph
c. Teacher models how to apply summarizing strategy while reading
d. Teacher gets students to read the next paragraph and apply the strategy summarizing
e. Students in pairs practice to summary the paragraph orally B. Research Method
This research is an experimental research design because it
examine the hypotheses proposed to verify whether the use of summarizing strategy affect students’ reading
was the second grade students 2011/2012. There were 373 37 students. The sample was
control group. It was chosen by using the students in each class was 32 students.
The researcher used reading was in a form of multiple choices.
were not taken as samples. After the test was tried out, the researcher analyzed the scores of the students. Then the pretest and posttest were given to the students in experimental and control groups. The students in both
reading test. The material that pretest.
C. Discussions
The following table summarized the result of statistical analysis of the pre test scores for both classes.
The Analysis of Students’ Pre
Experimental Class n
x (
∑
)Sum x
Education (2011), summarizing can be done orally, in writing, through groups or individually.
In brief, the way of teaching summarizing strategy that will be applied is referred to the steps that offer by the site of West Virginia Department of (2011), Karbalaei & Rajyashree (2010), and the site of Kansas University (2007). However, the rules and the quick steps of teaching summarizing strategy are also based on other experts like Marzano, Pickering, and Pollock. It will make teaching section summarizing strategy more perfect.
Here is the combination way of teaching summarizing strategy that is applied Teacher defines summarizing strategy and explains what are the purpose of applying this strategy while reading.
lunteer to read a paragraph
Teacher models how to apply summarizing strategy while reading
Teacher gets students to read the next paragraph and apply the strategy Students in pairs practice to summary the paragraph orally
This research is an experimental research design because it was going to examine the hypotheses proposed to verify whether the use of summarizing strategy affect students’ reading comprehension. The population of this research was the second grade students in MAN 2 Padang registered in academic year
373 students in 11 classes. Each class consisted
students. The sample was XI IPA 1 as experimental group and XI IPA 2 as control group. It was chosen by using cluster random sampling. The number of the students in each class was 32 students.
reading comprehension test as instrument. The test use in a form of multiple choices. The test was tried out to other classes which were not taken as samples. After the test was tried out, the researcher analyzed the the students. Then the pretest and posttest were given to the students in experimental and control groups. The students in both group, was given the reading test. The material that was used in posttest was same with the material in
The following table summarized the result of statistical analysis of the pre test scores for both classes.
Table 1.
of Students’ Pre-test Scores in Experimental and Control Class
Experimental Class ( )x1 Control Class (x2)
32 32 T
59.97 58.75
1919 1880
Education (2011), summarizing can be done orally, in In brief, the way of teaching summarizing strategy that will be applied is referred to the steps that offer by the site of West Virginia Department of (2011), Karbalaei & Rajyashree (2010), and the site of Kansas University (2007). However, the rules and the quick steps of teaching summarizing strategy are also based on other experts like Marzano, Pickering, and
marizing strategy more perfect.
Here is the combination way of teaching summarizing strategy that is applied Teacher defines summarizing strategy and explains what are the purpose of
Teacher gets students to read the next paragraph and apply the strategy of
s going to examine the hypotheses proposed to verify whether the use of summarizing The population of this research Padang registered in academic year of 24 until XI IPA 1 as experimental group and XI IPA 2 as sampling. The number of test as instrument. The test used tried out to other classes which were not taken as samples. After the test was tried out, the researcher analyzed the the students. Then the pretest and posttest were given to the students in group, was given the same with the material in
The following table summarized the result of statistical analysis of the pre-
test Scores in Experimental and Control
Tobserved= 0.59
(
∑
)2Sum x
SS SD
The following table showed the result of statistically analysis of the post scores for both the experimental and control class.
The Analysis of Students’ Post
n x (
∑
)Sum x
(
∑
)2Sum x
SS SD
The Gain of Experimental and Control Class between Pre
n x (
∑
)Sum x
(
∑
)Sum x
SS SD
Based on the findings, it could be seen that using summarizing strategy could give better effect on students’ ability in reading the expositional texts. It was supported by Jones (2009) and Adler (2001) who say that summarizing strategy is
( )2
117125 112828
2045 2378
8.12 8.76
The following table showed the result of statistically analysis of the post scores for both the experimental and control class.
Table 2.
The Analysis of Students’ Post-test Scores in Control and Experiment Class
Experimental Class ( )x1 Control Class (x2)
32 32
73.53 65.47
2353 2095
174409 139455
1390 2298
6.59 8.60
Table 3.
The Gain of Experimental and Control Class between Pre-test and Post Experimental Class ( )x1 Control Class
32 32
66.75 62.11
(
∑
)Sum x
4272 3975
(
∑
)2Sum x
291534 252283
6378 5398.23
10.06 9.23
Based on the findings, it could be seen that using summarizing strategy could give better effect on students’ ability in reading the expositional texts. It was supported by Jones (2009) and Adler (2001) who say that summarizing strategy is The following table showed the result of statistically analysis of the post-test
in Control
(x2)
Tobserved= 4.26
test and Post-test Control Class (x2)
5398.23
Based on the findings, it could be seen that using summarizing strategy could give better effect on students’ ability in reading the expositional texts. It was supported by Jones (2009) and Adler (2001) who say that summarizing strategy is
one of reading strategies that can improve students’ reading comprehension. It was seen from the gain of students’ pre
mean score of the experimental class was 59.97 and it increased became 73.53.
Meanwhile, the mean score of th
65.47 in the post-test. In fact, the experimental class obtained higher score than the control class in the post
73.53 and the control class was 65.47. It me
significant. The increase in scores on the reading comprehension test from pretest to posttest indicated the positive impact of summarization instruction on students’
reading comprehension achievement.
Results of this investigation supported the use of summarizing strategy, supposed to be the key components of reading comprehension. First, the results of reading comprehension test revealed that the students learned to follow the steps of the summarizing process to ident
the students’ performance on posttest showed significant results for using this strategy.
Another important result which should be taken into account in this research is that the large majority of the student
low amount of this knowledge, were able to reduce the passages including two or three paragraphs to a single paragraph within a few sentences. They did it after they learned a set of strategies steps in summarizi
The design of this strategy is based on the combination of West Virginia Department of Education (2011), Karbalaei and Rajyashree (2010), and the site of Kansas University (2007) theoretical model of text comprehension by using summarizing strategy. It also depends on the knowledge acquired by others (e.g., Pressley, 2000), who point to the importance of summarizing as a tool for improving reading comprehension. For years, and more recently, summarizing has been called as an important tool in
Reading Panel (2000), and a lot of researchers (Brown et al., 1981; Duke &
Pearson, 2002; Pressley & Block 2002; Taylor, 1986).
The finding in this research supported the previous findings by some experts (Brown and Day, 1983) and researchers (Karbalaei & Rajyashree, 2010). It was found that using summarizing strategy in reading helped students to get their comprehension easily.
Based on the research finding related to the theories, it can be implied that the use of summarizing strategy is suggested to be used in teaching and learning process especially to improve students’ reading comprehension.
D. Conclusions and Suggestions
Based on the data analysis and findings that have been discussed in the previous chapter, it can be concluded that using
effect in improving students’ reading comprehension at the second grade of MAN 2 Padang registered in 201
treatment, the mean of students’ scores in the experimental group were 59.97.
Then, after giving a treatment, the mean scores improved becoming 73.53.
Meanwhile, in the control group, the mean scores of th after using the treatments, their scores become 65.47.
trategies that can improve students’ reading comprehension. It was seen from the gain of students’ pre-test and posttest’ scores. In pre
mean score of the experimental class was 59.97 and it increased became 73.53.
Meanwhile, the mean score of the control class was 58.75 and it increased into test. In fact, the experimental class obtained higher score than the control class in the post-test. The mean score of the experimental class was 73.53 and the control class was 65.47. It means the difference was statistically significant. The increase in scores on the reading comprehension test from pretest to posttest indicated the positive impact of summarization instruction on students’
reading comprehension achievement.
investigation supported the use of summarizing strategy, supposed to be the key components of reading comprehension. First, the results of reading comprehension test revealed that the students learned to follow the steps of the summarizing process to identify topics, main ideas, and details. Therefore, the students’ performance on posttest showed significant results for using this Another important result which should be taken into account in this research is that the large majority of the students, whether those of high prior knowledge or low amount of this knowledge, were able to reduce the passages including two or three paragraphs to a single paragraph within a few sentences. They did it after they learned a set of strategies steps in summarizing strategy.
The design of this strategy is based on the combination of West Virginia Department of Education (2011), Karbalaei and Rajyashree (2010), and the site of Kansas University (2007) theoretical model of text comprehension by using rategy. It also depends on the knowledge acquired by others (e.g., Pressley, 2000), who point to the importance of summarizing as a tool for improving reading comprehension. For years, and more recently, summarizing has been called as an important tool in reading comprehension by the National Reading Panel (2000), and a lot of researchers (Brown et al., 1981; Duke &
Pearson, 2002; Pressley & Block 2002; Taylor, 1986).
The finding in this research supported the previous findings by some experts y, 1983) and researchers (Karbalaei & Rajyashree, 2010). It was found that using summarizing strategy in reading helped students to get their Based on the research finding related to the theories, it can be implied that the strategy is suggested to be used in teaching and learning process especially to improve students’ reading comprehension.
Conclusions and Suggestions
Based on the data analysis and findings that have been discussed in the previous chapter, it can be concluded that using summarizing strategy give
effect in improving students’ reading comprehension at the second grade
stered in 2011/2012 academic year. Before giving a treatment, the mean of students’ scores in the experimental group were 59.97.
Then, after giving a treatment, the mean scores improved becoming 73.53.
Meanwhile, in the control group, the mean scores of the students were 58.75, then after using the treatments, their scores become 65.47.
trategies that can improve students’ reading comprehension. It test and posttest’ scores. In pre-test, the mean score of the experimental class was 59.97 and it increased became 73.53.
e control class was 58.75 and it increased into test. In fact, the experimental class obtained higher score than test. The mean score of the experimental class was ans the difference was statistically significant. The increase in scores on the reading comprehension test from pretest to posttest indicated the positive impact of summarization instruction on students’
investigation supported the use of summarizing strategy, supposed to be the key components of reading comprehension. First, the results of reading comprehension test revealed that the students learned to follow the steps ify topics, main ideas, and details. Therefore, the students’ performance on posttest showed significant results for using this Another important result which should be taken into account in this research is s, whether those of high prior knowledge or low amount of this knowledge, were able to reduce the passages including two or three paragraphs to a single paragraph within a few sentences. They did it after The design of this strategy is based on the combination of West Virginia Department of Education (2011), Karbalaei and Rajyashree (2010), and the site of Kansas University (2007) theoretical model of text comprehension by using rategy. It also depends on the knowledge acquired by others (e.g., Pressley, 2000), who point to the importance of summarizing as a tool for improving reading comprehension. For years, and more recently, summarizing has reading comprehension by the National Reading Panel (2000), and a lot of researchers (Brown et al., 1981; Duke &
The finding in this research supported the previous findings by some experts y, 1983) and researchers (Karbalaei & Rajyashree, 2010). It was found that using summarizing strategy in reading helped students to get their Based on the research finding related to the theories, it can be implied that the strategy is suggested to be used in teaching and learning
Based on the data analysis and findings that have been discussed in the gives better effect in improving students’ reading comprehension at the second grade students academic year. Before giving a treatment, the mean of students’ scores in the experimental group were 59.97.
Then, after giving a treatment, the mean scores improved becoming 73.53.
e students were 58.75, then
Based on hypothesis testing, the value of t the t table at the level of significance 0.05 (t
be concluded that the difference of students’ reading comprehension between the two groups was considerably significant. From that result, it was decided that H was rejected while H
summarizing strategy
It has been proved that the using
impact to reading comprehension in particular and to the English teaching.
Based on the finding the researcher g
a. It will be very valuable input, if English teachers especially in MAN Padang use summarizing
summarizing strategy
students in comprehending the text in reading become the main problem.
b. For the next researchers are expected to have more meetings time to apply summarizing
of students’ comprehension maximally
c. For the school committee, it is suggested to give more facilitation about preparation of using
Note: This article was written based on author’s thesis with the advisor Zainuddin Amir, M.Pd.
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Based on hypothesis testing, the value of t observed was bigger than the value of at the level of significance 0.05 (t observed > t table = 4.26 > 2.000). It cou be concluded that the difference of students’ reading comprehension between the two groups was considerably significant. From that result, it was decided that H was rejected while Hi was accepted. Therefore, it can be stated that the use
g strategy has better effect on the students’ reading comprehension.
It has been proved that the using of summarizing strategy give impact to reading comprehension in particular and to the English teaching.
Based on the finding the researcher gives number of suggestions.
It will be very valuable input, if English teachers especially in MAN summarizing strategy in their reading activity and can apply summarizing strategy on some kinds of texts since the difficulty of the students in comprehending the text in reading become the main problem.
For the next researchers are expected to have more meetings time to apply summarizing strategy in order to get the data and to see t
of students’ comprehension maximally.
For the school committee, it is suggested to give more facilitation about preparation of using summarizing strategy.
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ives number of suggestions.
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