THE EFFECT OF SYNTHESIZING STRATEGY ON STUDENTS’ READING COMPREHENSION IN RECOUNT TEXT.

THE EFFECT OF SYNTHESIZING STRATEGY
ON STUDENTS’ READING COMPREHENSION
IN RECOUNT TEXT

A THESIS

Submitted as the Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan

By:

YESSI VAN CARMELIA SIMBOLON
Registration Number: 2113121073

ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016

ABSTRACT
Simbolon, Yessi Van Carmelia. 2113121073. The Effect of Synthesizing

Strategy on Students’ Reading Comprehension in Recount Text. A Thesis.
Faculty of Languages and Arts, State University of Medan. 2016.
This study aims at investigating the effect of Synthesizing Strategy on students’
reading comprehension in recount text. This study was conducted by using
experimental research design. The population of the study was the students of
grade X of SMA Negeri 17 Medan in the academic year 2015/2016, which
consisted of 10 parallel classes. Two classes were taken as the sample by applying
clustering sampling and each groups consisted of 30 students. The sample was
divided into two groups. The class X-4 was experimental group and class X-1 was
control group. The Experimental group was taught by applying synthesizing
strategy; otherwise the control group was thaught by using conventional strategy.
The data of the study were obtained by objectives test. To determine the reliability
of the test, KR-20 formula was used. The data calculation showed that the
coefficient of reliability of the test was 0.84. It showed that the test was reliable
and the reliability was very high. The data were analyzed by applying t-test
formula. After the data were analyzed, the result of the study showed that tobserved (4.32) was higher than t-table (2.00) (t-observed > t-table) at the level of
significance of α = 0.05 and at the degree of freedom (df) = 58. Therefore, the null
hypothesis (Ho) is rejected and hypothesis alternative (Ha) is accepted. It means
that there is significant effect of synthesizing strategy on students’ reading
comprehension in recount text.

Keywords: Synthesizing Strategy, Recount Text

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ACKNOWLEDGEMENT
Praise the Lord, the greatest and deepest countless thanks to most
merciful, Jesus Christ for His amazing love, uncountable blessing and strength are
given to the writer during her study and in completing this thesis. This thesis is
submitted to the English Department, Faculty of Languages and Arts, State
University of Medan as one of the requirements for the degree of Sarjana
Pendidikan.
In the process of completing this thesis, the writer faced some
difficulties and problems. The writer also has worked with a greater number of
people who give guidance, suggestions, advices, comments and moral supports.
Therefore, the writer would like to express her thanks and sincere gratitude to:
 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
 Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts
Faculty.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department
and also as her reviewer and examiner.
 Dra. Meisuri, M.A., the Secretary of English Department and also
as her reviewer and examiner.
 Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English
Education Study Program.
 Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Advisor, who has
guide, support, advises, and give his precious time in the process of
completing this thesis.
 Indra Hartoyo, S.Pd., M.Hum., her Academic Advisor and also as
her reviewer and examiner, who has supported her throughout the
academic years and has given guidance, support, and comments.
 All the Lecturers of English Department, who have taught,
guided, and advised her throughout the academic years.
 Eis Sri Wahyuningsih, S.Pd., M.Pd., the administration staff of
English Department, for her attention, assistance, and information in
completing this thesis.
 Soagahon Simanungkalit, SH, the Headmaster of SMA Negeri 17
Medan, for his permission in allowing the writer to do the
observation and to collect the data needed for the thesis.

 Omega Simanjuntak, S.Pd., the English teacher of SMA Negeri 17
Medan, for the supports, guidance, suggestions, and motivations in
the process of completing this thesis. And all the teachers and
students at the school for the good cooperation.
 Drs. Handipan Simbolon and Tumiar S. Situmeang, her beloved
parents, Riski Vanni Simbolon, Frans Doan Panjatio Simbolon,
Romual Panjohan Simbolon, her sister and brothers, for their
everlasting love, prayer, great motivation, courage and everything

iii

that they have given to the writer during the study and in completing
the thesis. This thesis is dedicated to you.
 Julius Kwart Siboro S.E., her closest friend, for his pray, care and
love during the completing this thesis.
 Fibie Liona, S.Pd., Irdawati, S,Pd., Dwi Suci, Era Enjelyna L,
Lestaria DS, S.Pd., Indah Pratama Prida, Intam Nilam Sari, Siti
Khairin Nasroh S.Pd., Novia S.Pd., Sarah Marilyn Silaban,
Tutwuri Situmeang, Dora Margaretha, Melitasari Purba,
Batsyeba Silaen, Nancy Panggabean, her beloved bestfriends,for

the courage, support, help and spirit during the completing of her
thesis.
 UK-KMK St. Martinus Unimed, OMK St. Michael Pangururan
and OMK St. Michael Durung, her lovely organization, for their
prayer, motivation, support, and spirit during completing this thesis.
 Regular Dik A 2011, her friends, for their togetherness throughout
the four years.
 Erwin S.E., Leonardo, Niko Adriano, Jokoprianto, Ligayu,
Meriang Group (Praja, Juanda, Leo, Ayu, Surung, Tiurmaida,
Sri, Pintauli), K3 group (Filemon, Irvan, Sahata, Sari, Jenny,
Mega, Acul, Agus, Juli), her family at Pardamean 86-E, and also
the other girls, Lasriana, Ayu M, Irma, Anastasya, for their
support and reminding everything in completing this thesis.
 PPLT 2014 SMK Negeri 1 Laguboti, her friends, for the
togehterness and experiences shared.
Last but not least, the writer realizes that this thesis still has the
paucity and mistakes, she conveniently to accept suggestions, comments, critics
and advices for the better writing. She hopes that this thesis would be useful for
those who read and feel interested in the field if this study.

Medan,
April 2016
The Writer,

Yessi Van Carmelia Simbolon
Reg No. 2113121073

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TABLE OF CONTENTS
Pages
DECLARATION .................................................................................................... i
ABSTRACT ........................................................................................................... ii
ACKNOWLEDGEMENT ................................................................................... iii
TABLE OF CONTENTS.......................................................................................v
LIST OF TABLES .............................................................................................. vii
LIST OF FIGURES ........................................................................................... viii
LIST OF APPENDICES ..................................................................................... ix
CHAPTER I. INTRODUCTION..........................................................................1
A. The Background of the Study ....................................................................... 1

B. The Problem of the Study ........................................................................5
C. The Objective of the Study ......................................................................5
D. The Scope of the Study............................................................................6
E. The Significance of the Study .................................................................6
CHAPTER II. REVIEW OF LITERATURE .....................................................7
A. Theoretical Framework.................................................................................. 7
1. Reading Comprehension ........................................................................... 7
a. The Concept of Reading Comprehension ......................................7
b. The Factors Contribute of Reading Comprehension ....................... 8
c. Levels of Reading Comprehension ..............................................10
d. The Measurements of Reading Comprehension ..........................11
2. Recount Text ............................................................................................ 14
a. The Grammatical Patterns of Recount Text .................................14
b. The Generic Structure of Recount Text .......................................15
c. The Example of Recount Text ....................................................16
3. Synthesizing Strategy .......................................................................17
a. The Nature of Synthesizing Strategy ...........................................17
b. The Procedure of Synthesizing Strategy ......................................19
c. The Strengths and Weakness of Synthesizing Strategy ...............19
B. Relevant Studies ........................................................................................... 20

C. Conceptual Framework .............................................................................. 21
D. Hypotheses ............................................................................................22

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CHAPTER III. RESEARCH METHODOLOGY ...........................................23
A. Research Design ........................................................................................... 23
B. Population and Sample ................................................................................ 24
C. The Instruments for Collecting Data ......................................................... 24
1. Source of Data .......................................................................................... 24
2. Data ............................................................................................................ 24
D. The Procedure of Research ....................................................................25
1. Try out ..............................................................................................25
2. Pre-Test .............................................................................................25
3. Treatment ..........................................................................................25
a. Treatment in Experimental Group ................................................26
b. Treatment in Control Group .........................................................27
4. Post-Test ................................................................................................... 27
E. ScoringData .................................................................................................. 27
F. The Validity and Reliability of the Test .................................................28

1. The Validity of the Test ....................................................................28
2. The Reliability of the Test ..................................................................... 29
G. Homogeneity and Normality of the Test ...............................................30
1. Homogeneity of Variance .................................................................30
2. Normality of the Test ............................................................................. 31
H. The Technique of Analyzing Data .........................................................32
I. Statistical Hypotheses ............................................................................32
CHAPTER IV. DATA AND DATA ANALYSIS .............................................33
A. Data Description ....................................................................................33
B. Data Analysis .........................................................................................36
1. Reliability of the Test .......................................................................37
2. Test of Homogeneity of Variance ......................................................... 38
3. Testing Normality ................................................................................... 39
4. Data Analysis by Using t-Test Formula ............................................... 40
C. Testing Hypothesis ....................................................................................... 41
D. Research Finding ...................................................................................42
E. Discussion ..............................................................................................42
CHAPTER V. CONCLUSION AND SUGGESTION .....................................45
A. Conclusion .............................................................................................45
B. Suggestion ..............................................................................................45

REFERENCES ....................................................................................................47
APPENDIX ..........................................................................................................50

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LIST OF TABLES
Pages
Table 1.1
Table 3.1
Table 3.2
Table 3.3
Table 3.4
Table 4.1
Table 4.2
Table 4.3
Table 4.4

Students’ Score of Reading Test ...........................................................3
Research Design ..................................................................................23
Treatment for Experimental Group ....................................................26

Conventional Teaching in Control Group ...........................................27
Table of Specification .........................................................................28
Students’ Achievement Score in Pre-test and Post-test ......................34
Test for Homogeneity of Variance ......................................................38
Testing Normality ...............................................................................40
The Result of the t-Test Calculation ...................................................41

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LIST OF FIGURES
Pages
Figure 2.1 the Example of Recount Text and the Rhetorical Structure ................16
Figure 4.1 Students’ achievement score in Pre-test .............................................35
Figure 4.2 Students’ achievement score in Post-test ...........................................35

viii

LIST OF APPENDICES
Pages
Appendix A.
Appendix B.
Appendix C.
Appendix D.
Appendix E.
Appendix F.
Appendix G.
Appendix H.
Appendix I.
Appendix J.
Appendix K.
Appendix L.
Appendix M.
Appendix N.
Appendix O.
Appendix P.
Appendix Q.

Reading Comprehension Test ........................................................50
Answer Key of Reading Comprehension Test ...............................55
The Scores of Pre-test and Post-test ...............................................56
The Calculation of Reliability ........................................................58
The Calculation of Reliability .......................................................59
The Calculation of t-Test ...............................................................61
The Calculation of t-Test ..............................................................63
Percentage Points of T Distribution ...............................................65
Test for Homogeneity of Variance of Pre-test in Experimental
and Control Group .........................................................................66
Test for Distribution of Frequency in Experimental Group ...........68
Test for Distribution of Frequency in Control Group ...................70
Testing Normality in Experimental Group ...................................72
Testing Normality in Control Group .............................................76
Table of Normality from 0 to Z .....................................................80
List of Testing Liliefors ................................................................81
F-Distribution (α = 0,05 in the Right Tail) ....................................82
Lesson Plan ...................................................................................83

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CHAPTER I
INTRODUCTION

A. The Background of the Study
Reading means to understand and to get the information from written
text. By reading, people can upgrade their knowledge. According to Grabe et al
(2002:9) reading is the ability to draw meaning from the printed page and to
interpret this information appropriately. Reading is one of communication skills
that should be acquired by students. Students are expected to get knowledge and
understand about the context that has been explained in the text. For it, students
need reading activities because there is much information that must be shared as
much as possible. Reading becomes an evolving interaction between the text and
the background knowledge of the reader.
According to Westwood (2001:10) a reader must be able to identify
words rapidly, know the meaning of almost all of the words, and be able to
combine the sequential units of meaning into a coherent message. It means that
reading activity is not only known about how to read and to spell the word well,
but also how to receive the information and to interpret the information
appropriately.
The important point in reading is reading comprehension. To be
comprehended in reading skill, the readers need a good comprehension in reading
activity. Reading comprehension is the goal of reading which is to grasp meaning
from the written text. It is a useless thing if we do not have reading
1

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comprehension because it involves the competence to find some information in
reading text. M. Glenberg (2011) stated that comprehension is related to action:
Understanding a situation or a text means that the understanding can be used to
guide effective action, and that this definition holds whether one is understanding
situations, dialogue, or text. Additional comprehension skills that must be taught
and practiced include assessing and connecting with students’ background
knowledge, pre teaching of new vocabulary, clarification of key concepts, linking
to prior knowledge and personal relevance, instruction in strategies, teacherguided and student-centered discussions about the content, previewing, predicting,
summarizing, selecting main ideas, self-monitoring, and teacher feedback for
understanding (Snow, Burns, & Griffi n, 1998) in Willis (2008:128).
Some teacher usually orients to the students’ textbook in teaching
reading. Teacher just follows the material of the textbook by reading the text,
translating in to Indonesian and then answers the question related. These activities
do not give any influence for improving students’ ability in reading
comprehension because it cannot give contribution to the students reading
comprehension. It makes the students only be passive in the teaching learning
process.
Based on the observation on SMAN 17 Medan, the writer found that
the ability of reading students is low. From the reading test conducted by the
teacher, just few of students could pass the Minimum Completeness Criteria
(KKM) which is described as follows:

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Table 1.1 Students’ Score of Reading Test
Class

Total
Students

X-4

30 students

Minimum
Completeness
Criteria (KKM)
75

Criteria

Score

Percentage

Pass
Fail

>75