1
THE EFFECT OF USING QUESTION INTO PHARAGRAPH (QuIP) STRATEGY TOWARD STUDENTS’ READING COMPREHENSION
A Study at the Eleventh Grade of Students SMA N 13 Padang 2013/2014 Academic Year
Oleh:
Rika Okta Puspa Dewi *)
**) Siska ***) M. Khairi Ikhsan Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Jenis penelitian ini adalah pre-eksperiment dengan posttest only design. Populasi dari penelitian ini adalah siswa kelas XI IPA SMA 13 Padang. Dalam pemilihan sampel peneliti menggunakan cara hitung manual dengan hasilnya diperoleh kelas XI IPA 1 sebagai kelas eksperimen. kemudian peneliti menggunakan cluster random sampling untuk menentukan kelas try out. Hasil yang diperoleh kelas IPA 2 sebagai kelas try out Peneliti memberikan try out untuk mengetahui pemahaman awal siswa terhadap teks sebelum melakukan perlakuan atau treatment sebanyak 50 soal dalam waktu 90 menit. Perlakuan yang diberikan sebanyak 8 kali pertemuan di kelas XI IPA 1 menggunakan strategi Question Into Paragraph (QuIP). Setiap pertemuan peneliti memberikan materi yang sesuai dengan silabus kelas XI semester kedua yaitu teks narrative dan hortatory eksposition. Setelah melakukan percobaan, peneliti mengadakan posttest untuk mengetahui hasil dari pengaruh strategi yang telah dicobakan.
Berdasarkan hasil penelitian yang diperoleh menunjukkan bahwa terdapat pengaruh yang positif dari strategi Question Into Paragraph (QuIP) dalam meningkatkan reading comprehension siswa kelas XI IPA SMA 13 Padang. Hal ini ditunjukkan oleh analisis t-test diperoleh thitung 3.2 dan ttable 2.00 berarti thitung > ttabel. Dengan demikian hipotesis dalam penelitian ini diterima. Sehingga dapat disimpulkan bahwa strategi Question Into Pargraph (QuIP) lebih efektif dibandingkan strategi yang digunakan oleh guru dalam meningkatkan reading comprehension siswa kelas XI IPA SMA 13 Padang.
Kata Kunci: Question Into Paragraph, Strategy, Teaching, Reading comprehension
*) Penulis
**) Pembimbing I
***) Pembimbing II A. INTRODUCTION
Reading is very important, because from reading the people can get much information in the world and increase the knowledge. It is one of the ways to know information and knowledge in the world. By reading, the students can increase their knowledge, such as from reading the book, newspaper, magazine, journal or article. Besides, by reading the students know the important information.
Also, the students can share information to their friends from what they read.
According to Linse (2005:71) reading is not only for getting pleasure or entertains but also for getting information. In getting information as students read the text provided in teaching reading process, they will get crucial information that writer wish to say. The information can be used by the students to comprehend some kind of texts or genre.
The texts include fiction and nonfiction. The fiction text such as narrative and spoof, then nonfiction text include analytical exposition, report, news items, etc.
2 However, for most of the students, reading is a boring thing. They are feeling burdened when they are asked to read the article. Reading a passage, short or long, is not an interesting activity. It can be caused reading is not their hobby or the atmosphere created when learning the reading is not conducive.
Then, the students face difficulty in comprehending some texts for example narrative, spoof and hortatory exposition. In narrative text, the students face difficulties in finding the main character, conflict happened in the text and the ending of the story. In addition, the students difficult to get the main point or what the hortatory exposition is talking about.
In achieving the competency in reading and to solve students’ difficulty in comprehending text fiction or nonfiction, the teacher needs to teach reading through an effective and appropriate strategy.
The strategy is one of the determining the students’
understanding toward a text that they read in teaching reading process. However, the strategy that the teacher used in teaching reading probably not apply properly yet to achieve good reading comprehension.
The teachers gave the text, explained the material about the genre and generic structure of the text, and asked the students to read the text one by one. Then, the teacher would ask some questions about the text or have the students to answer questions about a genre in their worksheet. As the result, it could not reduce students’ difficulties in comprehending a text.
Based on the researcher’s observation in SMA N 13 Padang, the researcher found some problems in students reading comprehension that are caused by two factors; students and teacher. The first, the students got difficulty to understand the content of the text because they had lack vocabulary about the text. Next, the students did not have enough background knowledge about the text and got difficulty to get the important point from the text.
Then, most of the students were not able to review the content of reading into a brief summary. Second, the problem came from the teacher’s way in teaching which the teacher gave less attention to build the student’s background knowledge about the text and just focused on the material in the textbook.
Furthermore, the teacher did not provide an appropriate way in delivering the material. As the result, the purpose of the teaching reading could be reached.
The problem stated above can be solved if there is an appropriate and effective strategy in teaching reading. The strategy is expected can improve students’ reading comprehension. Besides, the teachers have to try creating a comfortable
learning situation to increase students’ interest to read the texts. It means the teacher should apply an appropriate strategy to make the students able to comprehend the text, such as: Question Into Paragraph (QuIP) strategy, Check Those Fact strategy, QAR strategy and Leveled Question strategy. Through appropriate strategy that used by the teacher will require students to be successful in reading comprehension.
B. REVIEW OF RELATED LITERATURE 1. Reading
Nation (2009:49) supports that reading is a sources of learning and enjoyment. As source of learning, reading can establish learning about the text such as new vocabularies and grammar. It can encourage the readers to learn more with their language study, and it can be a way to have knowledge. So, as the readers that have skill and fluency in reading, their enjoyment can be increased.
Based on the explanation above, it can be concluded that reading is thinking and understanding process to attain the meaning from the written text.
Reading is also a complex and active process where the readers relate their prior knowledge to the information of the text and through reading the reader can also get enjoyment and knowledge from the text that they have read.
2. Elements of Reading
Diaz-Rico (2004:149) says that there are four important elements of reading: skill with print, prior knowledge, comprehension and seeking meaning. It can be said that, skill with print involves understanding about information that printed from the text. The prior knowledge is ability of students in reading skill. Next, comprehension is the readers’
comprehension with the text. Commonly it needs concentration to comprehend the text. And the last, seeking meaning is an activity to find information and meaning from the text.
3. Reading Comprehension
Reading comprehension is a part of reading skill. There are two importance points of reading comprehensions. First, it can get information from the written text. Then, it also can be able to comprehend the text. Therefore, reading comprehension is the way to gain more information that will prove their knowledge in understanding any sources. It means the students will spend their much time to read and get understanding or meaning from
3 the sources. The sources of reading will be available in various and different texts. Thereby, the students not only focus on one kind of text.
Hedgcock (2009:210) says that reading comprehension is a complex construct that involves the interaction of number of psycholinguistic processes. It means that in reading the students need interaction between the reader and writer to comprehend about part and concept of reading sources. The readers should comprehend the meaning what the writer means. They also should read the line between the lines and beyond the lines. Reading the lines is to understand meaning in reading source.
Whereas, reading beyond the line is to interpret the meaning of reading the lines and between the lines.
In other words it is an active language ability which results of communication between the reader and the writer, thereby the readers will be able to understand what the authors’ states on their write.
4. Components of Reading Comprehension As stated previously, reading comprehension is a complex process and multi component that involve many interactions between the reader and what the reader brings into the text (previous knowledge, strategy use). By this definition can be seen that the component of reading comprehension include reader, text, the reader will use their previous knowledge and strategy to comprehend a text.
William (2009:198) explains that in comprehending a text needs the ability to identify main ideas in the text that involves the knowledge of basic grammar, effective comprehension strategies, and awareness of text structure and also a large of vocabulary knowledge base.
5. Indicator of Reading Comprehension Another important thing that should be exist in teaching reading comprehension is the teachers have to decide the indicators of reading comprehension. It has purpose to measure how far the students comprehend about a passage. Through the indicators the teachers can assess whether the students have understood about the text or not. If the students can achieve the all indicators, it means the students could understand the text well.
Basirun (2004:14-15) states some general indicators in reading comprehension process. Those are; 1) Finding mind idea from particular paragraph from text provided. 2) Answering “WH” questions
about main idea from particular paragraph from text provided. 3) Answering some questions through specific information from text provided. 4) Deciding the meaning of word based on word form. 4) Completing sentence by using specific word from text. 5) Answering “WH” questions by using particular information. 6) Finding synonym of particular word in the text. 6) Finding antonym of particular word in the text. 7) Finding meaning of particular word in the text. 8) Finding unstated and stated information from some choices. 9) Making conclusion of the text. 10) Finding referring word from a paragraph or text.
6. Principles of Teaching Reading Comprehension
Teaching reading comprehension is as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. In teaching reading comprehension, there are some principles from some experts.
Harmer (1998:70) states that there are some principles of teaching reading, they are as follow:
first, reading is not passive skill. Second, the students need to be engaged with what they are reading. Third, the students should be encouraged to respond to the content of a reading text not just to the language.
Forth, prediction is major factor in reading. Fifth, match the task to the topic. Last, good teachers exploit reading texts to the full. It can be concluded that principles of teaching reading are very important to be success in teaching reading. It is caused reading is a process of sound out word or sentences. The teacher asks students to read some sources, because teaching reading needs practice to observe students’
progress in understanding the text. For example, teacher give exercise and ask students to read the text, then the teacher lead students to make inferences after they read the text. It is purpose to observe students’ comprehension about the text.
7. The Type of Texts a. Narrative text
Barwick (2006:4) gives explanation that narrative text is relate a realistic, imagine or fiction story. It is written to satisfy creative of reader, to move reader emotionally. Narrative can also persuade reader to accept a certain view of the world, to inform, to teach something.
Some experts give statement about generic structure in narrative text. Thus, Barwick (2006:4) give explanation about generic structure of the text.
a. Orientation
4 This sets the scene, creating a visual picture of the setting, atmosphere and time of the story.
The characters are introduced and clues are set in place the coming complication. It tells the readers about; the story’s setting, the time in which it took place, which the major characters are and the readers may being to hint at some important details that will follow.
b. Complication
This resolves around conflicts or problems that setting time or characters. Series of problems interrupt or complicate the lives of the character. There are series of event that unfold and lead to complication (problem or conflict) as they lead to the climax of the story.
c. Resolution
A solution is found for the problem or challenge. The resolution brings the series of events to ending and solves the main problem, challenge or situation. This is the final part of the story where the problem or complication is solved.
b. Hortatory Exposition Text
Kodrat and Diah (2007:2) state that hortatory exposition text is a type of text to persuade the reader or listener about something that should agree or disagree. It means that the writer persuade the reader to agree or disagree about something happen. Hidayati (2006:9) states that a hortatory exposition text consist of three elements. They are thesis, arguments and recommendation. Firstly, the writer announces his or her statement of issue concern. Secondly, the writer proposes his or her reasons for concern, leading recommendation.
Finally, the writer states a statement of what ought not to happen.
The writer concludes that a hortatory exposition text has generic structure, including, thesis, arguments and recommendation which it part has a certain function. For instance, thesis is used to know the writer’s argument, and arguments are used to give the reasons for the writer’s statement as well as recommendation is used to lead the readers to brief conclusion.
8. Question Into Paragraph Strategy
McLaughlin (2012:135) states that Question Into Paragraph (QuIP) strategy is one of strategy to provide a framework for initiating, research and summarizing. In order word, Question Into Paragraph (QuIP) strategy is one of strategies that can help the
students in reading comprehension through initiating and researching information and make a summary. It means that (QuIP) strategy is strategy that allows the readers to expand their effort in comprehension the text. This strategy allows the reader to start their reading by building the question about the topic to the text. After that, the reader can seek and find the answer form their question in the text. Then, to know their comprehension, the students should be able to make a good summary about the text.
Glendinning and Beverly Holmslom (2006) state some procedure QuIP strategy:
1. Students divided into a small group and work collaboratively. It means that the teacher invite the students make a small group in a group consist of 3-4 students and work with the member of the group.
2. Provide students with a topic (work or concept) to be developed. In other words, the students choose the topic that will be discusse. It can be said the teacher gives some topic about text that the students should read and discuss.
3. Students write questions in a sheet of paper related to the topic. It means that the students make some questions based on the topic on a piece of paper.
4. Students locate and read some sources to find the answers to their questions. It can be said, students read some sources or texts from the teacher to get answer the question.
In this case, the students read sources and find accurate information about topic.
5. Students record answers to the questions in the spaces provided on the paper. It means that the students write the answer of the question on piece of paper.
6. Students synthesize information into a summary. It means that, the students collect information into a summary. After getting some information, the students can summarize it.
7. Students share their summary in pairs or small groups. The student share their summary with another group.
Glendinning in Edinger (2005) states that the purpose of QuIP strategy help the students find answer of question from graphically organizing, synthesizing and make summary. It means that this startegy can help students get answer for the question and students can make summary.
5 C. METHOD OF THE RESEARCH
This research is experimental research. It is aimed at knowing the effect of Question Into Paragraph (QuIP) strategy toward students’ reading comprehension at the eleventh grade of Senior High School N 13 Padang. To support the statement above, Gay and Airasian (2000:367) explain that an experimental research is the only type of research that can test hypothesis to establish cause-effect relationship.
There are several designs in experimental research, namely: pre- experimental, true experimental and quasi experimental, but in this research, the researcher only used pre- experimental research, because the researcher just focused on one class to do treatment. Moreover, McMillan and Schumacer (2001:329) state that pre – experimental design also has some designs, they are: the one – group posttest-only design and the one-group pretest- posttest design. Therefore, the researcher used the one-group posttest- only design because the researcher had known about the ability of the students. Since the observation, the problem of difficulty in understanding the text had been seen and detected from the students. So that, the researcher decided to take posttest only design. In addition, McMillan and Schumacer (2001:330) state that the one-group posttest- only design is the design a single group of subject is given, then the treatment (X), and then the posttest (O).
D. FINDINGS
In this research, the researcher used cluster random sampling. There were three classes of the grade XI in IPA program at SMA Negeri 13 Padang.
They were XI IPA1, XI IPA2, and XI IPA3. Then, in selecting the sample the researcher checked the normality test by using software Lilifors. Next, the researcher would take sample randomly by putting the piece of paper from the classes that has almost the same normality for sample of the research. Finally, the result of determination was XI IPA1 as experimental class and XI IPA2 as try out class. The researcher taught experimental class for eight meeting. The researcher did this research since April, 3th 2014 until May, 22th 2014. The experimental class was taught by using Question Into Paragraph (QuIP) strategy.
The researcher calculated the mean score of the experimental class by using formula that suggested by Sugiono (2011:273). The researcher found the mean score of posttest in experimental
class was 36, 70. The researcher got the standard deviation of experimental class was 2, 67. The researcher found the mean score based on teacher mid test was 33, 53 and standard deviation was 4,9.
The researcher analyzed those data by using the formula of t-test from Sugiono (2011:273) in order to see the effectiveness of Question Into Paragraph (QuIP) strategy was more effective or not toward students’ reading comprehension. Before the researcher found the t-test, the researcher analyzed the data of posttest from experimental class by using t-test formula from Gay and Airasian (2005:489).
Finally, the researcher found the hypothesis testing was t calculated higher than ttable which t calculated t
table = 3, 2 > 2, 00at degree of freedom 58 and the level significant 0, 05. It means that, there was effective of using Question Into Paragraph (QuIP) strategy toward students reading comprehension.
E. CONCLUSION
Generally, the purpose of this research was to find out the effectiveness of implementation Question Into Paragraph (QuIP) strategy toward students’ reading comprehension. Therefore, the researcher chose the pre - experimental research design to know the cause effect of implementation of that strategy. The design of this research was pre- experimental research design especially the one group posttest only design. The population of this research was eleventh grade students of SMA N 13 Padang. The researcher took the sample randomly and the sample of this research was XI IPA1
(experimental class), and XI IPA2 (try out class). In these classes, the researcher collected the data of posttest through reading comprehension test in multiple choice forms which the researcher prepared 50 items. After the researcher got the data of posttest from experimental class, the researcher compared and analyzed the result of the test by using the formula of t-test was followed by Sugiono (2011:273).
REFERENCES
Arikunto, Suharsimi. (2002). Proses Penelitian Suatu Pendekatan Praktik. Jakarta: RinekaCipta.
Barwick, Jhon. (2006). Targeting Text:Photocopiable Units Based On English Text Types. Sydney:
Blake Education Publisher.
Bima, Bachtiar, dkk. (2005). Let’s Talk For Junior High School. Bandung: Pakar Raya.
6 Brown, H. Douglas. (1994). Teaching by Principle:
an Interactive Approach to Language Pedadogy, Englewood Cliffs. New Jersey:
Prentice Hill.
Department PendidikanNasional (Depdiknas).
(2006). Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Depdiknas.
Diaz-Rico, Linne T. (2004). Teaching English Learner: Strategies and Method. New York:
Pearson Education Inc.
Gay, LR and Airasian P. (2000).Educational Research Competencies for Analysis and Application: New Jersey: Prentice Hall Inc.
Harmer, Jeremy. (2003). How to Teach English an Introduction to the Practice of English Language Teaching. Essex England.
University Press.
Hedgock, John S, and Dana, R Ferris. (2009).
Teaching Readers of English Students, Texts, and Contexts. New York: Routledge.
Klingner, Vaughn and Boardman. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. New York: The Guildford Press.
McLaughlin, Maureen and Mary Beth Allen. (2002).
Guided Comprehension. New York:
International Reading Association, Inc
__________. (2012). Guided Comprehension for English Learners.New York: International Reading Association, Inc.
Nation, I.S.P. (2009). Teaching ESL/EFL Reading and Writing. New York: Routledge.
Nunan, David. (2003). Practicial English Language Teaching. Singapore: The MC Graw – Hill Campanies. Inc.
O’Malley, J. Michael, Pierce, Lorraine Valdes.
(1996). Authentic Assesment for English Language Learners. New York: Addison – Wesley Publishing company, Inc.
Pardiyono. (2007). PastiBisa! Teaching Genre – Based Writing. Yogyakarta: Andi Offset.
Seyler, Dorothy U. (2004). The Reading Context:
Developing Collage Reading Skill. New York:
Longman.
Snow, Catherine E. (2002). Reading for Understanding: toward a Researcher and Development Program in Reading Comprehension. United States- RAND.
Sudjana, Nana. (2009). Penilaian Hasil Proses Belajar Mengajar. Bandung: PT. Remaja Rosdakarya.
Wagner, Patrick and Aleta Baskerville. (2000).
Targeting text Narrative, Dramaand Poetry.
Sydney: Blake Education Publisher.
