THE EFFECT OF USING OK4R (OVERVIEW, KEY IDEAS, READ, RECALL, REFLECT, REVIEW) METHOD TOWARD STUDENTS READING
COMPREHENSION
A study at XII Grade Students in SMAN 11 Padang in 2014/2015 Academic Year
Oleh:
Fitria Anjani*)
**) Lili Perpisa dan **) Belinda Analido Staf Pengajar Program Studi Bahasa Inggris STKIP PGRI Sumatera Barat.
ABSTAK
Penelitian ini bertujuan untuk melihat pengaruh metode OK4R dalam pengajaran Bahasa Inggris khususnya reading. Penelitian ini menggunakan metode experiment, dengan menggunakan dua klasifikasi, yaitu kelas experiment dan kelas control. Pada kelas experiment diberikan perlakuan oleh peneliti dengan menggunakan metode OK4R dan kelas control menggunakan metode PQRST. Populasi dari penelitian ini adalah siswa kelas XII IPA SMAN 11 Padang tahun ajaran 2014/2015 yang berjumlah 150 orang yang terdiri dari 5 kelas yaitu XII IPA 1, XII IPA 2, XII IPA 3, XII IPA 4 dan XII IPA 5. Kelas sample ditentukan dengan uji homogeneity dan normality. Yang terpilih sebagai kelas experiment adalah kelas XII IPA 4, kelas XII IPA 2 sebagai kelas control, dan XII IPA 1 sebagai kelas try out. Instrument penelitian ini adalah reading test berbentuk narrative text dan explanation text. Untuk melihat kelayakan soal, peneliti melakukan tes uji coba dikelas XII IPA 1, sehingga soal bisa digunakan untuk posttest. Setelah melakukan tes uji coba di kelas try out, peneliti mengadakan posttest di kelas XII IPA4 dan XII IPA 2. Berdasarkan hasil analisis tes didapat rata-rata hasil tes pada kelas eksperiment 39.24 dan standar deviasi 78.66.
Sedangkan rata-rata kelas kontrol 35.38 dan standar deviasi 42.39. Pengujian hipotesis ini dilakukan dengan uji t, setelah dilakukan pengujian diperoleh ttest 2.13 lebih besar dari ttable 2,00 maka hipotesis pada penelitian ini diterima, sehingga disimpulkan bahwa metode OK4R dapat memberikan efek yang lebih baik terhadap hasil belajar Bahasa Inggris khususnya dalam meningkatkan kemampuan membaca pada siswa kelas XII IPA SMA N 11 Padang tahun ajaran 2014/2015.
Key words: Reading Achievement, Reading Comprehension, OK4R M ethod, PQRST Method
*) Peneliti
**) Pembimbing
Introduction
In learning English there are some skill that the students need to be mastered, they are listening, speaking, reading and writing. Among them reading is important one, especially for the students. According to Patel (2008:71) reading is the most useful and important skill for people. It means that with reading the students can improve their knowledge, and also get available information. Reading is also something crucial and indispensable for student since the succes of their study depends on a greater part of their ability to read. The students ability related to the teacher ways she/ he explain the material.
However, based on the researcher’s pre-observation at SMA N 11 Padang, the researcher find some condition, while the students are not able to comprehend of the text. First, when the teacher gives a text and asks students to read the text, after that the teacher gives questions related to the text, but they can not answer it well. Second, the student’s less
of vocabulary while the teacher asks students to find the meaning of the difficult word in the text, they will skip reading and seem reluctant to continue it and they will spend a long time to get the meaning from dictionary. The last several students are not able to find main idea or specific information in the text, for example after read the text the teacher asks students to find some information in the text and find main idea each paragraph, but they just keep silence and say they do not understand about the text.
Then from the teacher’s side, the reseacher also finds some problems in teaching reading process. For example while the teacher teaches narrative text, before she/he explains about narrative text the teacher do brainstorming by giving some pictures, after that the teacher divides student into some groups, and each group get the text, then the teacher asks the students to read the text and find difficult words, but when the
students find the difficult words in the text, they will skip reading and seem reluctant to continue it. They do not try to predict the meaning of words and sentences, although they have a chance to discuss the meaning of the words with their classmates or check it in their dictionary. After that, the teacher asks students to read the text and also asks the students to discuss about the text, while the students discuss the text, the reseacher find just one or two student are seriously and other students are busy with their activity, such as; they are busy at playing their phone, busy talk with their frend in the group discussion, it makes class crowded. Then teacher asks students to make question related from the text, and when the students make aquestion some students just cheat from their friend. The last theacher asks students to make summary related from the text. Moreover, another problem is the teacher moves to explains another
material before the students comprehend of the text.
Review OF Related Literature
in this part, the reseacher is going to discuss about definition of some key word. They are reading comprehension, OK4R Method, and PQRST Method Reading Comprehension
One of the purpose of reading is reading comprehension, comprehend the text is important thing in reading, there are some explanation about reading comprehension. According Klingner, Vaughan, and Boardman (2007:8) reading comprehension is a complex process that involves many interaction between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in text, understanding of text types). It can be said, reading comprehension is an activity based on the reader previous knowledge and strategy that they use to get the meaning of the text. The readers should have good knowledge about types of the text.
Reading comprehension is a high level in reading process, it is a complext activity that involves interaction between the reader and the text. Klingner, Vaughan, and Boardman say reading comprehension is an activity based on the reader previous knowledge and strategy that their use to get the meaning of the text.
OK4R Method
OK4R method is reading framework to help students read more efficiently.
This method that help student focus on organizing information in their minds and making it meaningful. Basically, OK4R method was a method used for the purpose of obtaining information , acquiring greater understanding, or improving a skill. According to Peterson OK4R Method is instead of just starting at the beginning anreading through to the end. Furthermore Agbebire states that OK4R method is another study method that has proved to be effective in getting best in teaching reading.
From explanation above, this method tell about how to get information from the text and comprehension in understanding the text. There are several steps in this method , and each steps have a role to hepl the students more easily to get information and comprehend the text.
PQRST Method
PQRST method is one of the most important dimensions of teaching and learning. It gives the teacher the chance to find out what students know and understand, and it allows students to seek clarification and help. In this section, the researcher will explain defines PQRST method based on experts’ theories.
According to Wilson (2009:199) PQRST method is produce to describe and research of its effectifness with memory inpaired people is considered together wiht reasons why it work. This explain about students memory, so when the students get the text and they must able to remember what is the text about, and
then can answer the question to get a good result.
In conclusion, PQRST method is a method similar with OK4R method, in his method students is the center in learning process, the student make a question and answere the question suitable for the text and the important thing for this method is students memorise about the text, and this method focus for the result .
Implementation of OK4R Method
OK4R method is a method to help the students in comprehending the text and to comprehend the text OK4R method have several procedures in learning process. According to Peterson (2004:124) explains the procedure of OK4R method as follow. The first procedure is Overview, it is take about five minutes to read introductory and summary paragraphs of the assignments and also read side heading or topic sentences, if there are not heading, to determine general content and sequence
of topic, locate the main division. The second procedure is Key item, it is distinguish key ideas form secondary ideas and supporting materials. The thirth procedure is Read, read is the sections or paragraph consecutively to answer your question and to see how supporting materials clarify or prove key points. The fourth procedure is Recall, this procedure test students’ memory and understanding.
The fifth procedure is Reflect, it will help fix the material in your mind. The last proceure is Review, the students go over the text again to review material and refresh their memory . if you notice anything that you forgotten , study those parts again.
Based on explanation above, this method require the students to find some information based on the text, the teacher asks the students to overview the text with read the topic sentences, and then find the key ideas each paragraph . to increase their comprehension the teacher ask students to read the text and
test students memory about the text. As conclusion, the researcher combines all experts’ explanation above of procedures OK4R method for this research. The procedures consist of, such as;
(Overview), this is the first step in doing this method, the teacher gave a text to each student, and the students overview of the tex with read the title of the text, italics and bold word, and all bulleted section, itemization, picture, everything that stands out from the ordinary text and fond some importand word in the text.
Then (Key idea), after students started knowing the purpose of text and got many importand word in the text, next the teacher ask students to find the key ideas of each paragraph or topics sentences. Next (Read), the teacher asks students to reread the text to support key ideas that they found. After that (Recall/rite), after students read the text, the teacher asks the students to write what they found in the text, especially the key ideas or point of the text that they
had found, this did to make the students easier to remember of the text. (Reflect), in this step teacher asked students to relate the text wiht their write, what did their note book suitable wiht the text, it making the students easier to remember the content of the text. The last (Rivew), to test the students' memories of the text and comprahend the text, the teacher holding test, the questions are related to the text, such as use who, where, when, how, etc. After the teacher gives test, the teacher and students discuss about the test.
Implementation of PQRST Method
Related with the PQRST method above, there are some procedures that can be done by the teacher in the class.
According to Agbebire (2012) there are several procedure in PQRST method, P (preview), this step involves the flipping through the pages of the study material to verity if it contains the areas of interest in a subject or course as stipulated in its syllabus. Q (question), the teacher ask
students to make question from the material in view, which are then used to ascertain the efficacy of the material in its revelance to the subject or course. R (read), this procedure is read in a contemplative manner to get all necessary information from it using your question as quide to read all the vital part with great understanding. S (summary), write down what you have learnt in your own word using sentences, and diagrams.
T (test), the students answer the question that were set in step two to show if they efficiently gained the necessary understanding of the topic.
As conclusion, the procedures of PQRST method consist of. The first procedure is (Preview), in this step the students did preview with prepare their self and did preview of the text, the students preview the title of the text, heading, and paragraph. The second procedure is (Question), the teacher ask students to make some question related with text, and answer wiht their own
word. The third procedure is (Reading), the teacher ask the student to read the text, and answer the question. The fourth procedure is (Study/Summary), in this step the teacher ask the student to resume their knoledge about the text base on their question. The last procedure is (Test), in the last step the teacher make test to find the result.
Research Method
In this research, the researcher used experimental research. According to Gay and Airasian (2000:368) experimental research is a type of research that can test hypotheses to establish cause-effect relationships. The researcher expects to know the effect of OK4R method towards students’ reading achievement.
Furthermore, design of this research was Posttest only Control Group Design. In this case, the researcher was given OK4R Method as a treatment class and PQRST Method as a control class.
The population of this research was XII IPA students of SMAN 11 Padang.
Besed on data of administration, the XII IPA grade students of SMAN 11 Padang who registered in 2014/2015 academic year, total of population is 150 students which consisted of classes (XII IPA1, XII IPA2, XII IPA3, XII IPA4, and XII IPA).
In this research, there were some steps for taking the sample. Asked the reading score of XII grade of SMAN 11 Padang. The researcher tested of normality distribution with normality test to found out whether the population was normal or not. In this study, the researcher used Liliefors test to check the normality. After that, the researcher checked homogeneity test to find out whether the population was homogen or not homogeny. Then , the reseacher chose two classes that had same capability, normal and homogenous as experimental and control classes and also chose one class that relevant with the class sample as try-out class. In determining experimental class and
control class, the researcher did it by using flipping coin.
There were two treatments that were given because there were two experimental groups. The first one was OK4R Method that was given to the first experimental group. The second one was PQRST Method that was given to the control group. After giving the treatments, the reseacher gave post-test to the experimental and control group.
Finding and Discussion
The researcher found several findings. They were as follows: first, the researcher found that the mean score for the experimental class which was taught by using OK4R Method was 39.24 with variance 78.66 the mean score for the control class that was taught by using PQRST Method was 35.38 with variance 42.39. It means that the mean score and standard deviation of the experimental class was higher than the control class.
Second, the researcher found that the standard deviation for both classes were
7.78 Standard deviation of both classes was gotten from gain the result needed.
Then to found the ttest, the researcher needed mean score of both classes and the number of the class participants. Last, the researcher found that t-test (2.13) was bigger than t-table (2.00) at the degree of freedom 58 and at the level of significance 0.05. Therefore, it can be concluded that there was effectiveness of using OK4R Method toward students’
reading achievement.
Conclusion
After discussing the finding, the researcher can make conclusion. First, there was effectiveness of using OK4R Method toward students’ reading achievement. It was proved by the valued of t-test which was higher than t-table.
Second, the researcher found the value of t-test was 2.13 and t-table was 2.00.
Finally, the researcher concludes that there was effectiveness of OK4R Method toward students’ reading achievement, even though only little different between
t-table if analyzed with statistical but this method was more effective to be applied in teaching reading than PQRST Method.
REFERENCES
Agbebire, Joseph. 2012. Strategies for Academic Excellent Part 4.
Gay, L. R and Peter Airasian. 2000.
Educational Research:
Competencies for analysis and application. 6th Ed. Colombo:
Prentice-Hal Inc.
Klingner, Vaughan and Alison Boardman.2007. Teaching Reading Comprehension to Students with Learning Difficulties. New York:
Guilford.
Peterson, Franklin. 2004. Study Smart How To Learn More English.
England: Addison Longman Limited.
Wilson, Barbara.A. 2009. Memory Rehabilitation: Integrating Theory and Practice. New York: The Guildford Press.
