THE EFFECTIVENESS OF USING JAKARTA POST ARTICLE TO IMPROVE STUDENTS’ READING ACHIVEMENT IN SMA NEGERI 1 KOTAGAJAH

THE EFFECTIVENESS OF USING JAKARTA POST ARTICLE TO
IMPROVE STUDENTS’ READING ACHIEVEMENT IN SMA NEGERI 1
KOTAGAJAH
(A Script)

By
I Gede Ketut Budi Saputra

ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF LAMPUNG
2015

ii

ABSTRACT
THE EFFECTIVENESS OF USING JAKARTA POST ARTICLE TO
IMPROVE STUDENTS’ READING ACHIVEMENT IN SMA NEGERI 1
KOTAGAJAH

By
I Gede Ketut Budi Saputra

Broadly, reading skills were considered as difficult skill to be achieved. This was
reasonable that these skills have crucial component such as: determining main
idea, determining supporting details, determining references, determining
inferences, and understanding vocabulary. Therefore, it was not in common that
some students were still not able to obtain the target of learning reading skills at
school. This research is aimed at investigating weather Jakarta Post article could
improve students’ reading achievements in second year students of SMA Negeri 1
Kotagajah.
The researcher used quantitative method and more specifically used quasi
experimental method. This method dealt with only one group as the experimental
class. In applying the Jakarta Post article, the researcher needed to determine the
population. The populations were two classes chosen randomly as an experimental
class and as try out class. The researcher used several tests in data collecting
technique. They were pretest and posttest.
The result showed that the total score of pretest 943 increase 1238, and the mean
gain from 45.15 to 75.05. The increasing of each aspect of reading achievement
which was formed from the Jakarta Post article that were determining main idea

(28%), finding supporting detail (26%), finding inferences meaning (31%),
understanding vocabulary (27%), and finding reference (26%). It proved that the
students’ achievements increase significantly (p < 0.05 r = 0,000).
From the result, the using of Jakarta Post article in determining the item test of
reading could significantly improve students’ reading achievement in SMA
Negeri 1 Kotagajah.

THE EFFECTIVENESS OF USING JAKARTA POST ARTICLE TO
IMPROVE STUDENTS’ READING ACHIEVEMENT IN SMA NEGERI 1
KOTAGAJAH

By
I Gede Ketut Budi Saputra

A Script
Submitted in a Partial Fulfillment of
The requirement for S-1 Degree
in
The Department of Language and Arts
Faculty of Teacher Training and Education

ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF LAMPUNG
2015

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CURRICULUM VITAE
I Gede Ketut Budi Saputra was born on Mei 5th, 1991 in Seputih Raman,
Lampung Tengah. He comes from a lovely family of four children. He is the
fourth child of a wonderful couple, I Nyoman Wenes, S.Pd. and Nyoman Nurati,
S.Pd. his father works as teacher at State Elementary School 2 Rama Indra and
His mother works as a teacher in State Junior High School 2 Kotagajah. He has
three beloved siblings, I Wayan Bambang Herwanto, I Made Hariana, S.E., and I
Gede Nyoman Suryadi, S.H.

He graduated from Pertiwi kindergarten Kotagajah in 1996. He continued his
study to Elementary School of SDN 2 Rama Yana and graduated in 2001. He

pursued his study at SMPN 2 Kotagajah and graduated in 2003. Then he
continued at SMAN 1 Kotagajah and graduated in 2009.

Having graduated from senior high school, he continued his study at the English
Education Study Program, the Teacher Training and Education Faculty, Lampung
University in 2009. He accomplished the KKN Program at Ulok Mukti, Pesisir
Barat from July to September 2013 and teaching practice program (PPL) at
SMPN 3 Ngambur, Pesisir Barat from July to September 2013.

vii

DEDICATION

By offering my praise and gratitude to Ida Sang hyang Widhi for blessing given
blessing to me, this script proudly dedicated to:
 The greates inspiration of my life: my beloved father and Mother, Drs. I
Nyoman Wenes and Nyoman Nurati, S.Pd.
 My beloved brothers: I Wayan Bambang Herwanto, I Made Hariana, S.E.,
and I Gede Nyoman Suryadi, S.H.
 My big family

 My Almamater, Lampung University

viii

MOTTO

A person who never made a mistake never tried anything
new
(Albert Einstein: 1879 -1955)
The only source of the knowledge is experience
(Albert Einstein: 1879
1955)

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ACKNOWLEDGEMENTS

In the name of Ida Sang Hyang Widhi Wasa, the Beneficent and Merciful. All
prise is merely to mightiest Ida SHWW, the lord of the worlds, for the gracious
mercy and tremendous blessings that enables me to accomplish this script. This

research report, entitled the effectiveness of using jakarta post article to improve
students’ reading achievement in sma negeri 1 kotagajah, is submitted to fulfill
one of the requirements for obtaining the award of S-1 of English Education, the
Department of Language and Art, Teacher and Training education Faculty,
University of Lampung.
In composing this script, the writer got a lot of guidance, suggestion, and many
valuable things from various side. Therefore, the researcher would like to thank to
the following people for their idea, time, and guidance for this script:
1. Dr. Ari Nurweni, M.A. as the chairperson of English Study Program.
2. Drs. Basturi Hasan, M.Pd. as Advisor, who has patiently guide and
directed the researcher until the completion of this script.
3. Drs. Ramlan Ginting Suka, M.Pd. as co-advisor, who has given guidance
and supervision especially in correcting this script.
4. Ujang Suparman, M.A, Ph.D as the examiner, who has given guidance
and suggestion for the improvement of the script.
5. The English Study Program Lectures in University of Lampung

x

6. Special thanks to Drs.Mashudi, M.Pd as the headmaster of SMAN 1

Kotagajah, Central Lampung for allowing him to conduct the research; and
also for Dini Fridayanti, S.Pd. as the English teacher at SMAN 1
Kotagajah Central Lampung for being so helpful during the research
process and giving suggestions during the research; and the students of the
second grade of SMAN 1 Kotagajah Central Lampung for being so
cooperative during the research.
7. All of his beloved friends in English Department, especially for his close
friend (Rachmat Pradikta, Bima Surya Kesuma, Mifta, Luky, Fajar, Ni
Made Silda, Komang Putri, Ahmad, Wayan Swastana, Fadil, Yoan, and
Arya Yoga) who always support him and always beside him all over
happiness and sadness.
8. The last, the researcher would like to say thanks to colleagues and all
persons who cannot be mentioned individually here, who has greatly
contributed toward the completion of this script.
Finally, the researcher assumes that there are still some weaknesses in this script.
Any correction, comments, and suggestion for the improvement of this script are
always open-heartedly welcome and writer hopes that this paper will be useful for
the readers.

Bandar Lampung, September 2015

Researcher,

I Gede Ketut Budi Saputra

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LIST OF APPENDICES

pages
1. Try Out Test ...........................................................................................
2. Answer Key of Try Out test .......................................................................
3. Pretest .........................................................................................................
4. Answer Key of Pretest ................................................................................
5. Lesson Plan .................................................................................................
6. Posttest.........................................................................................................
7. Answer Key of Posttest ..............................................................................
8. Reliability Uper and Lower group of Try out Test ....................................
9. Level Difficulty of Try Out Test ................................................................
10. Reliability Analysis of Try Out Test .....................................................
11. R Table ...................................................................................................

12. Students Gain Score ...............................................................................
13. Result of the Data after been analyzed by using SPSS ..........................
14. Variants Coefficient, Skewness Ratio, Kurtosis Ratio ..........................
15. The Lowest and Highest Score of Pretest ..............................................
16. The Lowest and Highest Score of Posttest ...........................................
17. Surat Izin Penelitian ...............................................................................
18. Surat Keterangan Research ....................................................................

66
79
80
92
93
108
120
121
122
123
125
126

127
128
129
130
131
132

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LIST OF TABLES

pages
Table 1.
Table 2.
Table 3.
Table 4.
Table 5.
Table 6.
Table 7.
Table 8.

Table 9.

Table of Spesification of Reading Skills ............................... 39
Research Schedule ................................................................ 43
Distribution of Students Score of Pretest .............................. 45
Details of the Pretest items that could be answered correctly by
the Studets . ............................................................................ 46
Distribution of Students Score of Posttest ............................ 46
Details of the Posttest items that could be answered correctly by
the Students ........................................................................... 47
The Increase from Pretest to Posttest in experimental
Class ....................................................................................... 48
Paired Samples Statistics ....................................................... 49
Paired Sample Test ................................................................ 49

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TABLE OF CONTENTS

Pages
COVER ............................................................................................................
ABSTRACT .....................................................................................................
APPROVAL.....................................................................................................
ADMISSION ...................................................................................................
SURAT PERNYATAAN ................................................................................
CURRICULUM VITAE ..................................................................................
DEDICATION .................................................................................................
MOTTO ...........................................................................................................
ACKNOWLEDGEMENTS .............................................................................
TABLE OF CONTENTS .................................................................................
LIST OF TABLES ...........................................................................................
LIST OF APPENDICES ..................................................................................

i
ii
iii
iv
v
vi
vii
viii
ix
xi
xiii
xiv

I.

INTRODUCTION ...............................................................................
1.1 Background of the Problem .............................................................
1.2 Identification of the Problems .........................................................
1.3 Limitation of the Problems ..............................................................
1.4 Formulation of the Problems ...........................................................
1.5 Objective of the Research ................................................................
1.6 Uses of the Research........................................................................
1.7 Scope of the Reseach .......................................................................
1.8 Definition of Terms .........................................................................

1
1
5
6
7
7
7
8
8

II.

LITERATURE REVIEW ................................................................... 10
2.1 Concept of Reading Skills .............................................................. 10
2.2 Reading Text . ................................................................................. 13
2.3 Type of Reading Skills ................................................................... 14
2.3.1 Intensive Reading .................................................................. 15
2.3.2 Extensive Reading ................................................................. 15
2.4 The Concept of Macro and Micro Skills of Reading Comprehension 16
2.5 News Item Text .............................................................................. 21
2.6 Sample of News Item ..................................................................... 21
2.7 Teaching News Item by Using Jakarta Post Article ........................ 22
2.7.1 The Procedure of Teaching Jakarta Post Article ................... 23

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2.7.2 The Aplication of Procedure in Teaching Jakarta-Post ......... 23
2.8 Hyphothesis ..................................................................................... 27
III.

RESEARCH METHODS ...................................................................
3.1 Research Design ..............................................................................
3.2 Research Population and Sample ...................................................
3.3 Variables .........................................................................................
3.4 DataCollecting technique ................................................................
3.5 Research Instrument .......................................................................
3.6 Research Procedure ........................................................................
3.7 Data Analysis ..................................................................................
3.8 Data Treatment ...............................................................................
3.8.1 Testing the Try Out ...............................................................
3.8.1.1 Level of Difficulty .....................................................
3.8.1.2 Discrimination Power ...............................................
3.8.1.3 Validity ......................................................................
3.8.1.4 Reliability ..................................................................
3.8.2 Normality Test .......................................................................
3.8.2.1 Varian Coefficient .....................................................
3.8.2.2 Skewness Ratio .........................................................
3.8.2.3 Kurtosis Ratio ...........................................................
3.9 hypothesis Test ..............................................................................
2.10 Research Schedule .......................................................................

29
29
30
30
31
31
32
33
36
36
36
37
38
40
41
41
41
42
42
42

IV.

RESULTS AND DISCUSSIONS .......................................................
4.1 Results of the Reseach .....................................................................
4.1.1 Result of Pretest ....................................................................
4.1.2 Result of Posttest ...................................................................
4.1.3 The Increase of Students’ Reading Achievement .................
4.1.4 Normality Test ......................................................................
4.1.5 Hypothesis Testing ................................................................
4.2 Discussions of Findings ...................................................................

44
44
44
46
47
48
49
50

CONCLUSSIONS AND SUGGESTIONS ........................................
5.1 Conclussions ....................................................................................
5.2 Suggestions ......................................................................................
REFERENCES.................................................................................................
APPENDICES .................................................................................................

60
60
63
64
66

V.

I. INTRODUCTION

This chapter presents the Background of The problem, identification of problems,
limitation of problems, formulation of problems, objective of the research, uses of
the research, scope of the research, and definition of terms.

1.1 Bacground of the problems
It goes without saying, English as an international language is used in many fields
all over the world. It is also a fact that English is widely needed by people, for
example to transfer new modern science, technology, and information.
Transferring new modern science, technology, and information can be done
through reading process. Therefore, the writer considers that reading is a very
important skill in order to increase our knowledge and our way of thinking.

In Indonesia, particularly English is one of compulsory subjects in School. Based
on Curriculum (KTSP 2006), there are four skills of language to be mastered in
learning English. They are listening, speaking, reading, and writing. Based on the
reason that students are expected to read information, which are mostly written in

2

English. Reading dominates the teaching materials in almost English textbook.
The curriculum introduces the concept of many kinds of English texts, where the
students are expected to be able to develop their thoughts and ideas into texts both
in oral and in written form: such as procedure, report, news item, recount, and
narrative texts, (Depdiknas, 2006).

Dealing with these, Cline et.al (2006: 2), states that reading is decoding and
understanding written texts. Decoding requires translating the symbols of writing
system (including Braille) into the spoken words which they represent.
Understanding is determined by the purposes for reading, the context, the nature
of the text, and the readers’ strategies and knowledge. Further, Cline et.al (2006:
2) in their second definition states that reading is the process of deriving meaning
from the text. For the majority of readers, this process involves decoding written
text. Some individuals require adaptation such as Braille or auditorization to
support the decoding process. Understanding is determined by the purpose of
reading, the context, the nature of the text, the reader’s strategies and knowledge.

More operationally, in the basic course outline (BCO) of the 1994 English
curriculum of SMU (Depdikbud, 1994: 6), it is stated that one of the objectives of
teaching reading is that the students are able to find out the general ideas of the
context. This objective is basically the same as comprehension of the reading
texts. More over, there is an explanation stated on the guideline of School Based
Curriculum, KTSP (Depdiknas, 2006: 297). The objectives of teaching reading for

3

second grade of Senior High School (SMA) are: (1) the students are able to
identify main idea of whole texts or in each paragraph of reading texts, (2) the
students are able to identify vocabularies of reading texts, and (3) the students are
able to identify some specific information of reading texts.

The curriculum states that SMA students should be able to use the language in
informational level. This means that the students are expected to be able to access
knowledge and information to build knowledge by their reading skill and reading
materials, which dominate other teaching materials in almost English text books.
Therefore, reading skill should be paid more attention to achieve the level.
Theoretically speaking, one of the basic competences in reading skill which
should be achieved by the second year students of SMA Negeri 1 Kotagajah. It is
the student must be able to response to the meaning and the rhetoric steps in
simple essay accurately, fluently and acceptable in the context of daily life and to
access knowledge in the form of narrative, descriptive, and news item texts. It
means the students have to be able to find out the general ideas and specific
information of the text.

Unfortunately, there were some problems found in second grade of SMAN 1
Kotagajah that some of the students were not able to determine main idea, find
supporting detail, understand vocabulary, find inference meaning, and find
reference as the target of the curriculum. A few of the students in the class were
hard to understand the text because of the limitation vocabulary. It was caused by

4

the fact that most of the students did not bring the dictionary while learning. The
students also lacked the background knowledge to comprehending the text while
learning in the class.
.
Underlying the problem above, there were some experts that they had applied the
research in school by using Jakarta Post article such as: (1) Khoirul Umam
(2010) who took the title about improving the students’ vocabulary mastery with
the Jakarta Post newspaper article. (2) Dwi Purwati (2013). She conduct the
research about the effectiveness of using the jakarta post science-technology
article to improve student’s vocabulary mastery at the second grade of SMA N 8
Purworejo

in

the

academic

year

of

2012/2013.

She

concluded

that The Jakarta Post Science-Technology Article is effective to improve
student’s vocabulary mastery at the second grade of SMA N 8 Purworejo in the
academic year of 2012/2013. According to the information appear in the
repository and e-journal, the researcher assume that the using of Jakarta Post
article not only able used to measure some English skills but also able to measure
the English components in learning English.

Therefore, from the previous research above the researcher intended to apply the
Jakarta Post article in teaching news item to the second grade of SMAN 1
Kotagajah.

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1.2 Identification of the Problems
In line with the previous study, there were many problems which happened at
school generally. The researcher identifies some of the following problems:
1. The different of learning style of the students. Some students has their
own reading styles in the process of teaching and learning but many
teachers teach them with the same treatment in it.
2. The students’ motivations are low when they are learning especially
when they learn about reading. Students are not motivated in learning
process that caused by many factors such as: the materials in reading,
the way of delivering of lesson by the teacher, the using of media in
learning, and facing the national examination.
3. The students lack of the vocabulary. Students face difficulties in
learning and have low motivation in doing the task of understanding
the texts in reading that are given by the teachers. It is hard for the
students in comprehending the text if they have lack of the vocabulary.
4. The teachers often use incorrect teaching methods in teaching the
students. Most of teachers use the method they know and understand.
The teachers do not want to know whether the students are easily
understood the lesson by the method or not. Most of them teach by
translating the text especially in reading.
5. The teachers have low ability in teaching the students. The teachers
teach the students based on their ability. They can not reach the
competency that was design in curriculum.

6

6. The teacher motivation is low in teaching. This is caused the teachers
do not want to teach. In other word, the teachers are lazy in teaching
the students. Beside that, the Medias are not support their teaching
process.
7. The teachers choose incorrect materials for students. The students fell
bored when they only face the same topic in reading class. They need
new materials and different in each materials that are interesting to
them. Sometime the teachers only teach the grammar even if they are
in class reading.
8. The teacher cannot use the media optimally. This is caused that some
of the teachers are not able use the media in teaching and learning
process in the class.

1.3

Limitation of the problems

In the line of the identification of the problems above, the researcher is focused on
the problem related to:
1. The teachers use incorrect material in teaching reading.
2. Their low reading skill in (1) determining main idea, (2) finding
supporting details, (3) understanding vocabulary, (4) finding inference,
and (5) finding reference.

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1.4

Formulation of the Problem

In term of limitation of the problems above, the researcher formulates the problem
as follow:
1. In general, “Can the Jakarta Post articles significantly improve students’
reading achievements in SMAN 1 Kotagajah?”
2. Specifically, “Can Jakarta Post articles improve students’ reading
achievements in terms of (1) determining main idea, (2) determining
Supporting details, (3) determining Inference meaning, (4) Understanding
vocabulary, (5) determining Reference?”

1.5

Objective of the Research
As stated in the formulation of the problems, the researcher states that the
objective of the research is to know whether Jakarta Post significantly
improves students’ reading achievements in the second grade at SMAN 1
Kotagajah.

1.6

Uses of the Research

The findings of the research are expected to be useful for the following people:
1. Theoretically
The result of this research bring additional information of reading
comprehension by using Jakarta Post article as the media for reading.

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2. Practically
a. For the Teacher
Through this research, the teacher may apply the using of Jakarta Post
article in improving students’ reading achievement.
b. For the Students
The implementation of the using Jakarta Post article can motivates the
students in reading so that it can improve the students’ reading
achievement.
c. For the School
The result of this research may be used as consideration in taking
decision of improving students’ learning achievement and increase
teacher performance.

1.7

Scope of the Research
This research will be conducted at the second grade students of SMA
Negeri 1 Kotagajah. The research focused on the using Jakarta Post article
for teaching reading.

1.8

Definition of the Terms

In order to avoid misunderstanding some terms, the terms are used in this study
are cited as follows:
a. Reading comprehension is the process of extracting and constructing
meaning through interaction and involvement with written language

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that include the aspects of reading. They are: 1. Determining main
idea, 2. Finding supporting details, 3. Finding inference, 4.
Understanding vocabulary, and 5. Finding reference.
b. Main idea is the most important idea that the author develops through
out the paragraph
c. Supporting details or specific information develops the topic sentence
by giving definition, examples, facts, an incident, comparison,
analogy, cause, and effect statistics and quotation.
d. Inference is an educational guess or prediction about something
unknown based on available facts and information.
e. Understanding vocabulary used by person, class of people, profession.
Concerning with those statements indeed vocabulary is fundamental
for everyone who want to speak or produce utterance for reading
f. Reference is words or phrase used either before or after the references
in reading material. They are used to avoid unnecessary repletion of
words or phrases.
g. News item is a type of the text that has the main function or
communicative purpose to inform readers or listeners or viewers about
events of the day that are considered newsworthy or important.

II. LITERATURE REVIEW

This chapter presents the concept of reading skill, reading text, type of reading
skills, the concept of macro and micro of reading comprehension, news item text,
teaching news item by using Jakarta Post, the procedure of teaching Jakarta Post,
the application of procedure in teaching Jakarta Post, and hypothesis.

2.1

Concept of Reading Skills

Reading is one of important skills which needed by the students from elementary
school up to university. By reading, the students are able to get a lot of
information based on what they are required in reading.

Reading is as an active process between the reader and the text (Sutarsyah. 2013:
5) Based on the statement above, the writer assumed that reading is an attractive
process between the text and the reader. The simple definition of reading is the
construction of meaning from a printed messages or written messages and
construction of meaning involves the reader connecting information from the
written message with previous knowledge to arrive meaning of the text.

According to Akyol (2006:29), Reading is a dynamic inferring process that makes
communication between writer and reader essential. This means that reading is the

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ability to determine the gist of the information in the whole texts or each
paragraph.

Reading skill means students’ reading texts they encounter in their daily lives
properly and fluently by using right methods (Ozbay. 2006:5). It means that
reading skill is the aptitude that people have in finding the meaning or the purpose
the text they read without interruption. The process of brain and mental in
inferring the text by the manner people have.

From those definitions above, the writer concludes that reading as one of complex
language skills it can also be assumed that in reading process the reader not only
understand a set of words in the sentence but also able to grasp the message from
graphic symbols. The reading process is not merely a physical process but also a
mental process. In applying the skills of reading, it must be based on the other
sub-skills.

According to Huges A. (1991:117) states two sub skills that can be developed in
reading they are micro and macro-skills.
In macro-skills they are:
1. Scaning text to locate specific information. The ability find out the
information by reading line by line in reading text. The ability Locate the
specific information you are looking for. The students try to anticipate
how the answer will appear and what clues you might use to help you

12

locate the answer. For example, if you were looking for a certain date, you
would quickly read the paragraph looking only for numbers.
2. Skiming text to obtain the gist. The fast reading ability finds out the main
idea of the text. The process can be done by reading the title, reading the
introduction the paragraph, and reading the first sentence of every other
paragraph to find the idea or information needed in the text.
3. Identifying stages of an argument. The ability finds out the suggestion and
conclusion from the source in the text. It can be used to classify which one
belongs to the conclusion and suggestion. It also can be said as the ability
to infer the messages of the text.
4. Identifying examples presented in support of and argument. The ability of
the students in giving the example of the evidence and statements in order
to claim the something is true.
In micro-skills these are:
1. Identifying referents of pronouns. This skill is used to show the people or
the speaker who states the words or phrases in the text.
2. Using context to guess meaning of unfamiliar words. The ability to find
the familiar word or the words synonym that its words are used in the text.
3. The ability Understand the relation between part of text by recognizing
indicators in discourse, especially for the introduction, development,
transition and conclusion of ideas. In other words, this skill is used to
identify the generic structure of the text. It also can be used to mention that
the text belong to inductive and deductive paragraph.Following the subskills above, the writer believe that in reading skills, the reader is expected

13

not only to read the symbol of the written form but also comprehend the
text in order to find the message of the text stated by the author. The
reader should be able to obtain the gist, locate specific information,
identify referents of pronouns, guess meaning of unfamiliar words, and
understanding relation between parts of the text as conclusion of ideas.
Those five sub-skills are as the common sub-skills of reading
comprehension.

Suparman (2005:1) states that there are two major reasons for reading (1) reading
for pleasure, (2) reading for information (in order to find out something or in order
to do something with the information readers get). Therefore, reading a foreign
language needs reading comprehension. According to Caidwell (2008: 4) states,
that reading comprehension is the process of extracting and constructing meaning
through interaction and involvement with written language. This mean that the
students should be able to analyze content and infer the purpose of the text.

From the definitions above, it can be inferred that reading as one of language
skills which is a complex skill. In reading someone not only understands a set of
words in sentence but also get the messages in the text being read. Students have
to be interested in reading to get the information in the text.

2.2

Reading Text

Reading is a mean that involves between the readers and the writers’ transaction,
reading without comprehending is an empty action. Therefore, reading is very

14

important to us. Reading text can be used as a guide to help the readers in getting
the meaning.

To get the meaning of the text, it depends on how to use the brain to process the
information from the text and it is supported by the existing knowledge of readers.
Reading is bringing meaning and getting the information from printed of written
materials Jelinek (1991: 67). This statement identifies that one draws cohesion
that is ready to be transmitted in written information and pointed out in reading
instruction, which involves primarily sense of written materials, and reading is not
only reading the lines but also reading between the lines beyond the lines.

2.3

Types of Reading Skills

Before talking about the types of reading skill, the researcher views at reading
from its aspect. Here, the researcher finds out two aspects namely oral and silent
performance. In order to achieve those aspects, (Brown 2001: 312) points out
reading performances divide as oral and silent reading. Where oral reading or
reading a loud, while silent reading can be also achieved through reading
comprehension.

(Brown 2001: 312) states silent reading may be the subcategorized into intensive
and extensive reading. This term is focused to organize the classroom in teaching
and learning process.

15

According to Nuttal (1984: 146) Reading approach can be categorized into two:

2.3.1 Intensive Reading
Intensive reading program deals with assignment of reading lesson in the
classroom to students guided by teachers. It is sometimes labeled as reading for
accuracy while the extensive reading is labeled as reading for fluency. In the
classroom, student’s role is as a reader. It demands that he should make sense of
the text for himself. Then, the teacher has to take the responsibility to find out
what students can or cannot do, work out on the program aimed at giving them the
skills they need, choose suitable texts to work on and the activities, prepare the
class undertake the tasks, make sure everyone in class works productively and
improve steadily according to his capabilities. For example: the teacher gives a
text to the students, and then he finds out the students abilit by using question and
answer under the text. For example; (1) what is the main idea of the texts?, (2)
how the incidents ithappened?, (3) what is the reason of the man is suggest us?,
(4) the word “fall” has the same meaning with?, and (5) the underline word refers
to?.

2.3.2 Extensive Reading
Extensive reading program is a private world of reading for reader’s own interest.
Readers read what they want to read for their own pleasure. This program should
be encouraged to do because by reading extensively, a reader found the best way
to improve his knowledge of a foreign language. The more students read in the
foreign language, the better result in their progressing at increasing speed of

16

productive skill’s improvement. For example they can read novel, magazine,
article, and short story to make the reading ability become better than before. By
reading another books, it can increase the students’ reading ability.

In this research, the analysis is focus on intensive reading. This approach is still
guided by the teachers in determining the aspects in reading. The teachers prepare
the materials to obtain the skill needed by leaner. This approach also makes the
learners work productively as their capabilities. For example: The teacher will
give some texts and include the question and answer under the text to know the
students reading ability. The question that the researcher gives to the students
formed based on the reading aspects like (1) finding main idea, (2) finding
supporting details, (3) finding inference meaning, (4) understanding difficult
vocabulary, and (5) finding references. From those aspects definition, the example
question can be created as; (1) what is the main idea of the texts?, (2) where does
it happen?, (3) from these explanation, the writer want us to be?, (4) the word
“search” has the same meaning with?, and (5) the underline word refers to?.

2.4

The Concept of Macro and Micro Skills of Reading Comprehension

Every macro skill (including reading) builds on severeal micro skills as mentioned
by Richard and Schmidt (2002 : 544): discerning main ideas (skimming), noticing
specific detail (scanning), making inference (noticing contextual clues) and
making predictions (reading critically). Reading comprehension means the
process of extracting and constructing meaning involved in the text. It needs a
variety of intellectual skills to comprehend the text. According to Huges A.

17

(1991:117) states two sub skills that can be developed in reading they are micro
and macro-skills.
In macro-skills, there are some abilities involved:
1. Scanning text is to locate specific information, this means that the reading
technique to read line by line to get the clear information in the text. The
ability Locate the specific information you are looking for. The students
try to anticipate how the answer will appear and what clues they might use
to help you locate the answer. For example, if they were looking for a
certain date, you would quickly read the paragraph looking only for
numbers.
2. Skimming text is to obtain the gist. This means that reading technique by
reading fast in order to find out the main idea of the paragraphs or text.
The process can be done by reading the title, reading the introduction the
paragraph, and reading the first sentence of every other paragraph to find
the idea or information needed in the text.
3. Identifying stages of an argument. The ability finds out the suggestion and
conclusion from the source in the text. It can be used to classify which one
belongs to the conclusion and suggestion. It also can be said that this is the
ability to infer the messages of the text.
4. Identifying examples presented in support of and argument. The ability of
the students in giving the example of the evidence and statements in order
to claim the something is true.

18

In micro-skills, the abilities are:
1. The ability uses to identify referents of pronouns. This skill is used to
show the people or the speaker who states the words or phrases in the text.
2. The ability guesses the meaning of unfamiliar words. The ability to find
the familiar word or the words synonym that its words are used in the text.
3. The ability Understand the relation between part of text by recognizing
indicators in discourse, especially for the introduction, development,
transition and conclusion of ideas. In other words, this skill is used to
identify the generic structure of the text. It also can be used to mention that
the text belong to inductive and deductive paragraph.

There are five aspects usually used in measure the reading achievement. That are
aspects from “macro skill and micro skill” are as follows:
a. Skimming text to obtain the gist or determining main idea.
b. Scanning text is to locate specific information or finding supporting detail.
c. Identifying stages of an argument. The ability finds out the suggestion and
conclusion from the source in the text. It can be used to classify which one
belongs to the conclusion and suggestion. It also can be said as the ability
to infer the messages of the text.
d. Using context to gues meaning of unfamiliar words belong to
understanding vocabulary.
e. Identifying references of pronouns as the finding references.

19

Therefore, in reading by using Jakarta Post must combine both macro and micro
skills which cover the following reading sub-skills, such as:
1.

Determining Main Idea
In line with Mc. Whorter (1986: 36) he states that main idea called the topic
sentence. She adds that the topic sentence tells what the rest of the paragraph
is about. In some paragraphs, the main idea is not explicitly stated in any one
sentence. Instead, it is left to the reader to infer, or reason out. In the other
words, the main idea is the most important idea that the author develops
through out the paragraph. Therefore, the main idea is not only stated in only
one sentence for the whole text but also each paragraph has the main idea
which it is used to developed the text.

2.

Finding Supporting Detail
Mc. Whother (1986: 36) states that supporting sentence or specific
information develops the topic sentence by giving definition, examples, facts,
an incident, comparison, analogy, cause, and effect statistics and quotation.
This can be like the comparison

3.

Finding Inference Meaning
In relation to make inferences, Katheleen (1986: 31) states that an inference is
an educational guess or prediction about something unknown based on
available facts and information. It is the logical connection that the reader
draw between he observes or understands and what he does not know.

4.

Understanding Vocabulary
According to Barnhart (2008: 697) states that stock of words used by person,
class of people, profession. Concerning with those statements, indeed,

20

vocabulary is fundamental for everyone who want to speak or produce
utterance for reading. Furthermore, according to Red John (2000: 16),
vocabulary is knowledge of knowing the meanings of words and therefore the
purpose of a vocabulary test is to find out whether the learners can match
each word with a synonym, a dictionary – tape definition, or an equivalent
word in their own language. In learning vocabulary automatically they have
to know the meaning of words themselves and can use it in sentences.
Furthermore, understanding vocabulary also concern to the learning objective
in the syllabus in SMA. For example: The words, which are formed the
complete sentence such as noun, adjective, adverb, preposition, pronoun, and
auxiliary verb.
5.

Finding Reference
According to Lalulippe in Marsiyah (2009), defines that reference is words or
phrase used either before or after the references in reading material. They are
used to avoid unnecessary repletion of words or phrases. It means that such
words are used, they are signals to the reader to find the meaning elsewhere in
the text.

From the definitions above, it can be inferred that reading by using Jakarta Post
must combine both macro and micro skills which cover the following reading subskills. In reading someone not only understands a set of words in sentence but also
get the messages in the text being read. Students have to be interested in reading
to get the information in the text.

21

2.5 News Item Text
In line of Macken (1990:34) News item text is a factual text and it is also called as
News Story. The texts which focus at the up to date information or the event and
it bring the information which include to the human life. Garot and Wignell
(1995:200) states that news item text informs readers, listener of viewer about
newsworthy or important event in newspaper, magazine, television, radio of other
media. It includes the newsworthy event, the background event, and the sources.
In the other words, news item is spoken or written information about what is
happened. News item tells information about event of the day which is considered
newsworthy or important. The text includes:
a. newsworthy event

: recounts the events in summary form

b. Background events

: elaborate what happen, to whom, in what
circumstances.

c. Sources

: comments by participants in, witnesses to and
authorities expert on the events.

Gerot and Wignell (1995:200) further state that the language features of News
Item texts are the short and telegraphic information conveyed in the text, the use
of material and verbal process, and the focus on the circumstances.

2.6 Sample of News Item
The following is the example of news item texts that are related with the Jakarta
Post article and it can be found in the daily life or in our environment.

22

Facebook opens office in Jakarta
Sita W Dewi, The Jakarta Post, Jakarta | Business | Thu, March 20 2014, 10:31
PM
US-based social media giant Facebook announced on Thursday the opening of a
branch office in Jakarta with the expectation of working more closely with the
country’s businesses.
Indonesia has the fourth-most Facebook users in the world, with around 65
million users.
“Setting up an office here will allow us to work closer with some of the biggest
advertisers, the advertising agencies and SMEs [small and medium enterprises]
that need an education on how to market their products,” Facebook Asia-Pacific
vice president Dan Neary said in Jakarta.
“We have 65 million users in Indonesia -- that's 90 percent of everybody that’s
online. We’re also focusing on the 80 percent of Indonesians who are still not
connected and so there’s lot of opportunities for us to collaborate with the
government and public sector.”
Facebook's Jakarta office is located in the Pacific Place building in Sudirman
Central Business District, South Jakarta.(dic)

2.7 Teaching News Item by Using Jakarta Post Article
Here is discussed the procedure and the application of teaching news item using
Jakarta Post.

23

2.7.1 The Procedure of Teaching Jakarta Post Article
These are the following steps that must done by the researcher during teaching
news item by using Jakarta Post article:
1. Pre activities
•

The researcher asks about the condition of the students

•

The researcher asks to the students about the news they have ever read in
newspaper.

2. While activities
•

The researcher explains about News item text to the students

•

The researcher gives example of analyzing news item (eg: getting main
idea, finding supporting detail, finding inference meaning, finding
reference, and understanding vocabularies).

•

The researcher divides the class into 5 groups.

•

Each group is asked to discuss and then present their own topic.

3. Post activities
•

The researcher reviews the process of the discussion.

•

The students are asked about the whole topic of the text to find out how far
they understand it.

•

The researcher gives other texts and asks the students to analyze it again at
home.

2.7.2 The Application of Procedure in Teaching Jakarta-Post
1. Pre-activities
Teacher

: Good morning students, How are you?

24

Students

: Fine thank you, how about you?

Teacher

: Have you known news about “Facebook”, today?

Students

: No, we have not Sir, please tell us about it ?

2. While activities
Teacher

:It is fine, I will tell you about the news. But before I come
to the news about Facebook, do you know news item text?

Students

: No, we don’t, tell us about it, Sir, please

Teacher

: Sure, I will tell it to you.

1. Definition of news item text.
News item text is a text which informs the reader about events of the
day. The events are considered newsworthy or importance.
2. Generic structure of news item.
a. Main event
Main event is the summary of the event which focus on the topic
being dicussed.
b. Elaboration (background, participant, place)
Elaboration is the explanation of the main event or the news
which contain background, participant, and place of the event.
c. Resouce of information or we can call it as souce.
Source of information is the comments of the witnesses and the
opinions of the expert.
Now I will give you the example of the text.

Facebook opens office in Jakarta

25

Sita W Dewi, The Jakarta Post, Jakarta | Business | Thu, March 20 2014, 10:31
PM
US-based social media giant Facebook announced on Thursday the opening of a
branch office in Jakarta with the expectation of working more closely with the
country’s businesses.
Indonesia has the fourth-most Facebook users in the world, with around 65
million users.
“Setting up an office here will allow us to work closer with some of the biggest
advertisers, the advertising agencies and SMEs [small and medium enterprises]
that need an education on how to market their products,” Facebook Asia-Pacific
vice president Dan Neary said in Jakarta.
“We have 65 million users in Indonesia -- that’s 90 percent of everybody that’s
online. We’re also focusing on the 80 percent of Indonesians who are still not
connected and so there’s lot of opportunities for us to collaborate with the
government and public sector.”
Facebook's Jakarta office is located in the Pacific Place building in Sudirman
Central Business District, South Jakarta.(dic)
From the text above, we can explain that the
Main event are at lines 1 and 2
The elaboration is at lines 3-6, 8-9, 11-