An Analysis Of Students’ Problems In Finding Main Idea Of Reading Text At The Second Grade Of Mtsn 1 Kotabumi
ABSTRACT
AN ANALYSIS OF STUDENTS’ PROBLEMS IN FINDING MAIN IDEA
OF READING TEXT AT THE SECOND GRADE OF
MTSN 1 KOTABUMI
By
RIMA MAULI AD.
The objectives of the research are: 1) to find out students’ problems in
finding main idea of reading text, 2) to find out students’ perceptions toward a
reading test. The researcher used purposive sampling in collecting participants of
this research. The researcher chose the students in Class VIII A as the participants
because they had good enough quality of study than the other class did. This
research was non-experimental one. In this research, she used qualitative case
study. The data were collected by administering reading test, interview and giving
questionnaire.
The resultsof interview show that there are six problems faced by the
students in finding the main idea, that is: 1). there were 19 students (61,2%) lack
of the students interest, 2). there were 25 students(80, 6%) lack of vocabulary
knowledge, 3). there were 17 students (54,8%) had problem in identifying the
main idea of the passage with very long sentence, 4). there were 19 students
(52,7%) poor reading strategy, 5). there were 18 students (58,0%) had problem in
sentence pattern (grammatical confusion), 6). there were 21 students (67,7%)
ignorance of paragraph components. And the results of students perception toward
a reading test are that according to them, reading test is a difficult task.They said
that the text given by the researchers was hard to understand, because many
difficult words that they did not know.
Based on the conclusion of the research, the writer suggestes: The students
should understand the meaning of word in complete sentence. So that, the students
should not only focus on word in isolation, because the students will be difficult
to find the meaning of word if they focus on word by word.The teacher should
lead the students to think about the topic that will be discussed in teaching
learning process. So, the students have schemata related to the passage.And the
last, for the other researcher try to find other problems not only about main idea,
but also about all components of reading. So that, the researcher can find more
problems faced by the students in leraning reading.
Keyword: Reading, Problems, Main Idea.
CURRICULUM VITAE
The writer’s name isRima Mauli Ad. She was born in Kotabumi Lampung Utara
on September26st, 1992. She is the fourth child of the good couple, Drs. H.
Akhmad Hasan and Darmiyati. Like her father and her mother is a civil servant.
Se has four lovely siblings, three brothers and one sister:Hasroli, Ridho Akhmad,
Rahmad Arif and Febriyana.
She began her formal educational institution for the first time at Kindergarten
Tunas Harapan, Kotabumi in 1997 and graduated in 1998. Then she continued her
elementary level at MIN 1, Kotabumi in 1998 and graduated in 2004. She pursued
her study at MTSN 1 Kotabumi and finished in 2007. Then, she continued her
study at SMAN 3 Kotabumi and graduated in 2010.
In the same year, she was registered as a student at the English Education Study
Program, the Teacher Training and Education Faculty, Lampung University. She
accomplished KKN program at Candra Kencana Village, Tulang Bawang Tengah
district, Tulang Bawang BaratRegioncy and teaching practice program (PPL) at
SMPN 5 Tulang Bawang Tengah from July to September 2013.
DEDICATION
Bismillaahirrohmaannirrohiim, By offering my praise and gratitude to Alloh
SWT for the abundant blessing given to the writer, this piece of work is sincerely
dedicated to:
1. My beloved parents: Bapak and Mamak,
Drs. H. Akhmad Hasan and Darmiyati
2. My beloved brothers and sister:Hasroli, Ridho Akhmad, Rahmad Arif and
Febriyana, also all my big family who cannot be mentioned all
3. My fabulous friends Bblers: Dhika, Wisnu, Karina, Devy, Garsinia, Rani,
Reza, and Rio
4. My great almamater, Lampung University
MOTTO
"A person who never made a mistake never tried anything new."
-Albert Einstein-
ACKNOWLEDGEMENTS
Alhamdulillahirobbil’ alamin, praise be to Alloh SWT, the Almighty and Merciful
God, for blessing the writer with faith, health and opportunity to finish this
research. This research entitled “An Analysis of Students’ Problems in Finding
Main Idea of Reading Text at MTSN 1 Kotabumi” as one of the requirements to
finish herBachelor degree at the English Education Study Program, the Teacher
Training and Education Faculty, Lampung University.
Gratitude and honor are addressed to all persons who have helped and supported
the writer until completing this research. Since, it is necessary to be known that
this research will never have come into its existence without any supports,
encouragements, and assistances by several outstanding people and institutions.
Therefore, the writer would like to acknowledge her respect and sincrere gratitude
to the first advisor,Prof. Dr. Cucu Sutarsyah, M.A.,and also Drs. H. M. Ujang
Suparman, M. A., Ph. D. as the second advisor who have given their ideas,
questions, advices,motivations and carefulness in correcting the grammatical
structure of the writers’s research, paragraph by paragraph, sentence by sentence
and even word by word to the writer to finish this final work and for obtaining the
title of Bachelor of English Education (S.Pd.).
Her thank is also dedicated to Prof. Ag Bambang Setiyadi, M.A., Ph. D. as the
examiner for patiently giving much supports, inputs, helps, and corrections to
improve this script better. Therefore, the writer is very thankful to Drs. Basturi
Hasan, M.Pd. as the writer’s academic advisor for his kindness and patience in
guiding the writer during his study, and also the deepest appreciation for all the
lecturers of English Education Department. Then, the writer would like to
acknowledge her respect to Budi Kadaryanto, M. Pd, who have given his ideas
and motivations to the writer to finish this final work.
Her appreciation is also given to the principal and vice principal of MTSN 1
Kotabumi, Dra. Enna Maliana, M. Pd. Iand Irawan who haveproviding the chance
to conduct this research. Next, her thankfulness is addressed toMrHaris Wijaya, S.
Pd. I, MM for his guiding given to the writer during her research and also for the
other English teachers of MTSN 1 Kotabumi:Mr Dwi, Mr Budi, who are very
helpful. Then the writer also thanks to class VII A for being cooperative during
this research.
Another gratitude is given to my Fabulous friends Bblers : Putra Mahardhika,
Wisnu Wijaya, Karina Rabiula, Devy Emsa Nurdina, Garsinia Dwiranu, Fitriah
Wirani, Reza Ramanda and Rio Sanjaya. Thanks for all the support, inspiration,
and motivation which will never be forgotten. Then her KKN/PPL team,her
boarding house friends Agustin, Chandra, Muti, and Sefti, 2010 colleagues of
English Department in Lampung University such as Afini, Dian Setya Rini,
Nandita, Daniand some seniors such as Wirathama Hazera Putra and Intan
Hamzah who are inspiring.
Last but not least, her beloved father, Drs. H. Akhmad Hasan, and her mother,
Darmiyati. It is truly undoubted that loves, cares, timeless prayers during days and
nights, are everything for her. Her special gratitude is also given to her beloved
siblings, Hasroli, Ridho Akhmad, Rahmad Arif, Febriyana, and also my big
family: Biksu Lili, Pak Tut, Dayeng Angga, Liza, Samsul, Adin Sodri, Fuzi, Tati,
Tini, for their help and support financially to the writer.
Hopefully, this script may contribute positively to development of education. The
writer is completely aware that this script maybe far from perfect. Therefore,
constructive input and suggestion are expected to compose better paper in the
future.
Bandar Lampung, 27 Oktober 2014
The Writer
Rima Mauli AD.
LIST OF APPENDICES
Page
Appendices
1.
2.
3.
4.
5.
6.
Reading Test..................................................................................... 56
Result Reading Test.......................................................................... 68
Interview .......................................................................................... 125
Result of Interview............................................................................ 126
Questionnaire ................................................................................... 136
Result of Questionnaire..................................................................... 140
TABLE OF CONTENTS
Page
ABSTRACT .................................................................................................... i
CURRICULUM VITAE................................................................................ ii
DEDICATION................................................................................................ iii
MOTTO .......................................................................................................... iv
ACKNOWLEDGEMENTS........................................................................... v
TABLE OF CONTENTS............................................................................... viii
LIST OF APPENDICES ............................................................................... x
CHAPTER I
INTRODUCTION
1.1. Background of the Problems..................................................................... 1
1.2. Identification of the Problems................................................................... 4
1.3. Limitation of the Problems ....................................................................... 4
1.4. The Formulation of the Research Question .............................................. 5
1.5. The Objective of the Research .................................................................. 5
1.6. The Uses.................................................................................................... 5
1.7. The Significance of the Research.............................................................. 6
CHAPTER II
THEORETICAL BACKGROUND
2.1. Review of the Previous Research.............................................................. 7
2.2. Review of the Related Literature .............................................................. 8
2.2.1. Reading.......................................................................................... 8
viii
2.2.2. The Concept of the Text................................................................ 11
2.2.3. Paragraph....................................................................................... 11
2.2.3.1 Main Parts of a Paragraph ................................................. 12
2.2.4. Main Idea....................................................................................... 13
2.2.5. Where to Find the Topic Sentence……………………….............14
2.2.6 Factors that Influence Reading Comprehension ........................... 17
CHAPTER III
RESEARCH METHOD
3.1. Setting of the Research ............................................................................. 21
3.2. Research Design........................................................................................ 21
3.3. Research Participants ................................................................................ 22
3.4. Research Instrument.................................................................................. 22
3.5. Research Procedures ................................................................................. 23
3.6. Scoring System ........................................................................................ 25
3.7. The Criteria of Good Test ........................................................................ 25
3.8. Data Analysis ............................................................................................ 27
CHAPTER IV
RESULT AND DISCUSSION
4.1. Result of the Research .............................................................................. 29
4.2. The Students’ Problems in Finding the Main Idea ................................... 30
4.3. The Students’ Perception toward a Reading Test ..................................... 34
4.4. Discussion and Finding............................................................................. 36
4.4.1. Discussion and Finding Students’ Problems............................ 37
4.4.2. Discussion and Finding Students’ Perception.......................... 47
CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1. Conclusion ................................................................................................ 50
5.2.Suggestion .................................................................................................. 52
Bibliography ................................................................................................... 53
Appendices ...................................................................................................... 55
ix
1
CHAPTER I
INTRODUCTION
This chapter deals with several sub chapters, that is 1). The background of the
problems, 2). The identification of the problems, 3). The limitation of the
problems, 4). The objectives, and 5). The significance of the research, as will be
elaborated in the following sections.
1.1. Background of the problems
Language is a means of communication which is very important for us to adapt to
the society. Language is used by human beings to interact with others and to
express feeling and thought. It is their tool for carrying on their affairs, working,
trading, and living together. So, we can say that language is very important to
individual to live in a society in order that they can survive.
As it known, language is an important tool used by the people in the world to
communicate each other. English is one of widely spoken languages in the whole
world, that is the reason today English becomes an international language. As an
international language, English 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.
2
Reading is the process of looking at a series of written symbols and getting
meaning from them. When people read, they use eyes to receive written symbols
(letters, punctuation marks and spaces) and they use brain to convert them into
words, sentences and paragraphs that communicate something to them. Reading
plays an important role in developing knowledge, through reading students can
absorb all the information, experience and ideas provided in books.
Reading texts also provide some benefits in improving students skill, and
language teaching as well. It helps students to find new vocabulary in real context,
English grammar, punctuation and become good models for English writing,
when teacher teaches the skill of writing he/she will need to show students models
of what he/she is encouranging them to do. Moreover, good reading texts can
introduce interesting topics, which can stimulate discussion.
According Davenport (2007: 61) as quoted by Dewi (2013), common types of
question found in reading comprehension are included as follow:
1.
Identifying main idea, main point, author purpose or an alternate title for the
passage.
2.
Recognizing the tone of the passage or identifying the style.
3.
Comprehending information directly stated in the passage (finding supporting
detail).
4.
Answering relational questions about the author’s opinion, even if not stated
directly.
5.
Recognizing the structural methodology employed to develop the passage, for
example sequence, vocabulary, and represent pronoun (reference).
3
6.
Extending limited information given by he author to a logical conclusion
using inference (inference meaning).
From the types of question found in reading comprehension, identifying main idea
is focused on the objective in this research. In reading for meaning, main idea will
always come first and deserves the top priority. It happens because main idea is
the essence of the paragraph that the author wants the readers to know and it is the
idea that the whole paragraph explains or supports. The author usually put this
main idea in some certain places, such as: at the first sentences of the paragraph,
middle of the paragraph, last of the paragraph, or just lets the reader to infer it
from the passage.
Based on the pre-observation, and interview the teacher,it was found several
difficulties encountered by the students in MTs N 1 Kotabumi.The researcher
found the students still got difficulties in reading skill, such as difficulties
understanding the content of the paragraph, difficulties understanding the idea,
and the teacher said the students also difficulties in determining main idea.
Realizing to the phenomenon, the researcher’s interested to conduct further
research relating to the students’ problems in finding main idea. To find out the
problems of students in finding main idea, the researcher gave a test to class VIII
A students which related with finding main idea and contained 20 questions.
Determining main idea is difficult to be mastered by the students because the
learners not knowing about the meaning of “main idea” and the learners can not
identify the main idea of reading text well. The researcher also found that the
students have their own perceptions toward reading test. It was found after seeing
4
their perceptions in reading task was given by the teacher. Some students argued
that the reading taskwas very difficult. The text given was too long. Therefore,
this research will see the students’ perception toward main idea in reading test.
This research will be focused on identifyingstudents’ problems in finding the main
idea of the reading text and students’ perceptions toward reading test. Therefore,
this research is expected to find out whether there are any problems or not in
determining the main idea and students’ perceptions toward reading test.
1.2. Identification of the Problems
Based on the pre-observation and interview the students, there are several
problems that can be identified, that is:
a.
Students get difficulties in mastering the text well.
b.
Students get difficulties in understanding the content of the paragraph and
find the main idea.
c.
Students do not have big motivation to read the text.
d.
The topic of the text is not suitable for the students.
e.
Students are bored to read long texts.
f.
Lack of students’ confidence to determine the main idea.
1.3. Limitation of the Problems
By seeing the identification of the problem, the research will be limited on
investigating the following problems:
5
a.
Students’ difficulties in mastering the text well.
b.
Students’ difficulties in understanding the content of the paragraph and
finding the main idea.
1.4. The Formulation of the Research Questions
In line with the limitation of the problems, the following research questions are
formulated:
a.
What are students’ problems in finding a main idea?
b.
What are students’ perceptions toward a reading test?
1.5. The Objectives
The objectives of the research are:
a.
To find out and to describes the students’ problems in finding a main idea.
b.
To find out the students’ perception on a reading test.
1.6. The uses
The uses of this research are:
1.
As the information for the teacher in order to improve students’ performance
in reading.
2.
As the information for the readers about the causes that underlie the students
choose wrong answer about the main idea of the text.
3.
As the information for the readers to conduct further research relating to main
idea, and reading as well.
6
1.7. The Significance of the Research
The findings of the research are expected to be beneficial not only theoretically
but also practically:
a.
Theoretically, as a verification of the previous theories in finding a main idea.
b.
Practically, this research can be used to help the teacher to know about the
students’ problems in finding a main idea.
7
CHAPTER II
THEORETICAL BACKGROUND
In this chapter, the researcher would like to discuss two major points, that is,
review of the previous research and review of related literature. They were
elaborated as the following section.
2.1. Review of Previous Research
In relation to this research, there is some previous research which has been
conducted by the some researchers, such as: Ramsay and Sperling, 2011; Leopold
and Leutner, 2012; Ji, 2008.
Ramsay and Sperling (2011) conducted the research related to the problems in
finding the main idea. They focused on electronic note taking. Whereas the
researcher would like to investigate the problems in finding main idea faced by
the students.
Leopold and Leutner (2012) conducted the research related to the problems in
finding the main idea. They focused on the strategy in facing main idea. But this
research focuses on the problems in finding main idea.
Ji (2008) conducted the research about what do paragraph divisions indicate in
narrative texts. He focused on paragraph especially in narrative text. But this
8
research will investigate not only in narrative text, but also other text especially
the text existing in national examination.
On the other side, previous research has been done by Dwiarti (2005) at SMU
Kosgoro Sekampung East Lampung. She conducts the research to investigate the
students’ problems meet in finding main idea of the text. The result of her
research is there are four problems that the students facing in finding main idea of
the text, they are: 1) lack of interest toward reading; 2) lack of background
knowledge; 3) lack of vocabulary; 4) unaware on the parts of the paragraph.
Whereas the researcher is attempting this research to reveal the problem in depth,
that the problems not only come from the students themselves, but also the
problems that arise from the future of the text. The research is conducted at MTs
N 1 Kotabumi.
2.2. Review of Related Literature
For the specific explanation about the main idea in reading, the researcher
explains some related literature as follows:
2.2.1. Reading
Reading is the process of looking at a series of written symbols and getting
meaning from them. When people read, they use eyes to receive written symbols
(letters, punctuation marks and spaces) and they use brain to convert them into
words, sentences and paragraphs that communicate something to them. Reading
plays an important role in developing knowledge, through reading students can
absorb all the information, experience and ideas provided in books. Eskey (2002)
9
defines that reading is the process of acquiring information from a written or
printed text.
Afflerbach (2007: 12-13) says as quoted by Dewi (2013) that reading is a dynamic
and complex process that involves skills, strategies, and prior knowledge. Reading
is also an active process of predicting what is likely to come next. When someone
is reading, her brain processes the visual information from our eyes. It uses our
critical thinking to make an image in our brain based on the text.
By seeing the explanation above, it can be stated that reading is one of important
skill the students should mastered in their language learning. Reading is important
because by reading the students may be able to absorb the information, experience
and ideas provided in books.
Reading may also open the students’ minds by using and developing their critical
thinking. In reading the reader needs the comprehension. Reading comprehension
is very important for the students at Senior High School. According to Cooper
(1986:11), comprehension is a process in which a reader may construct meaning
by interacting with the text. When reading, a reader should have knowledge about
understanding the reading passage.
According to Simanjuntak (1988:4), reading comprehension is the first point to be
made about reading process. In reading process the readers are attempting to
recreate the meaning intende by the author. But reading is not a simple task,
readers should have eduqate knowledge of linguistics and prior knowledge of the
world, and at the same time use both of knowledge to confirm the meaning. It has
10
been stated by Clarke and Silberstain (1977) in Brown (2001:299-300) that the
readers understand what they read because they are able to take the stimulus
beyond its graphic representation and assign its membership to an appropriate
group of concepts already stored in their memories skill in reading depends on the
efficient interaction between linguistics knowledge of the world.
According Davenport (2007: 61) as quoted by Dewi (2013), common types of
question found in reading comprehension are included as follow:
1.
Identifying main idea, main point, author purpose or an alternate title for the
passage.
2.
Recognizing the tone of the passage or identifying the style.
3.
Comprehending information directly stated in the passage (finding supporting
detail).
4.
Answering relational questions about the author’s opinion, even if not stated
directly.
5.
Recognizing the structural methodology employed to develop the passage, for
example sequence, vocabulary, and represent pronoun (reference).
6.
Extending limited information given by he author to a logical conclusion
using inference (inference meaning).
From the types of question found in reading comprehension, identifying main idea
is focused on the objective in this research. In reading for meaning, main idea will
always come first and deserves the top priority. It happens because main idea is
the essence of the paragraph that the author wants the readers to know and it is the
idea that the whole paragraph explains or supports. The author usually put this
11
main idea in some certain places, such as: at the first sentences of the paragraph,
middle of the paragraph, last of the paragraph, or just lets the reader to infer it
from the passage.
2.2.2. The Concept of Text
Text is one of the main elements that play a significant role in communication.
People communicating in language do not do so simply by means of individual
words or fragments of sentences, but by means of texts. According to Fowler
(1991: 59) defines text is made up of sentences, but there exist separate principles
of text-construction, beyond the rules for making sentences. While Neubert and
Greogory (1992) states that texts are used as tools and, at the same time, they
reveal the tool-user. They communicate something and about someone.
Text is important because text is the part of reading. Text can be said as a number
of sentence organized to carry a message in an order way. It means that text
consist of sentences bringing some information in each sentence. For example of
the text “Sangkuriang” tells about a young man that loves with his mother.
2.2.3. Paragraph
Paragraph refers to a group of related sentences that supply the readers with
detailed information on a single important topic to support main idea. Paragraph is
important because it is a series of closely related sentences that supply the readers
with detailed information, in which they explore, develop, and support one main
idea.
To gain a unified concept about paragraph, it is appropriate to consider the
following notions. Oshima and Houge (1981) state that, a paragraph is a basic unit
12
of organization in writing, in which a group of related sentences to develop one
main idea. According to Kolin (1986), paragraph refers to a group of related
sentences arranged in a logical order supplying the readers with detailed
information on a single important topic. For example of the paragraph:
Gold
First of all, gold has a lustrous beauty is resistant to corrosion.
For example, Macedonian coin remains as untarnished today as
the day it was minted twenty-three centuries ago. Another
important characteristic of gold is it utility in industry and
science. The most recent application of gold is in astronauts’ suit.
2.2.3.1. Main Parts of a Paragraph
A main part of paragraph is important because the parts of sentences are needed to
help the students in finding the main idea in text.
Oshima and Houge (1981) classify the paragraph into three main structural parts,
namely: a topic sentence, supporting sentence, and a concluding sentence.
1.
A Topic Sentence
The topic sentence states the main idea of the paragraph. It is not only naming
the topic of the paragraph, but also limits the topic to one or two areas that
can be discussed completely in a space of single paragraph. The specific area
is called the controlling idea. Notice how the topic sentence of the gold states
both the topic and the controlling idea.
13
(Topic)
(Controlling idea)
Gold, a precious metal, is prized for two important characteristics.
2.
Supporting Sentence
Supporting sentence develops the topic sentence; they explain the topic
sentence by giving definition, reasons, examples, facts, an incident,
comparison, analogy, cause, and effect, statistics and quotations. Some of the
supporting sentences that explain the topic sentence about gold are:
First of all, gold has a lustrous beauty is resistant to corrosion.
For example, Macedonian coin remains as untarnished today as
the day it was minted twenty-three centuries ago. Another
important characteristic of gold is it utility in industry and
science. The most recent application of gold is in astronauts’
suit (Oshima, et al, 1981: 4).
3.
A Concluding Sentence
The concluding sentence signals the end of the paragraph and leaves the
reader with important point to remember.
In conclusion, gold is treasured not only for its beauty but also
for its utility.
2.2.4. Main Idea
Main idea refers to the essence of the paragraph, or rather what the author is
trying to get across to the reader. In the other words, the main idea may important
that the author develops throughout the paragraph. The function of the entire
paragraph is to explain, develop, and support the main idea. The main idea of
paragraph tells us what the author wants to know about the topic. The writer in
one or more sentences within the paragraph usually directly states the main idea.
Once the people can find the topic, they are ready to find the main idea. The main
idea is the point of the paragraph. It is the most important thought about the topic.
14
Brown (1987:203) says that if you get the main idea you can make some amazing
inferences about details you never even read. But on the other hand, Brown
proposes that some readers cannot see the forest for the trees, they get the details
accurately, but do not see how they add up. When they hear a story, they are likely
to miss the point.
According to Mc Whother (1989) the main idea is called the topic sentence. She
adds that the main idea is not explicitly stated any one sentence. Instead, it is left
to the reader to infer, or the reason out. She also explains that to find main idea of
a paragraph, a reader may ask himself these questions: What is the main idea –
What is the author trying to say about the topic? Which sentence states the main
idea? The following paragraph illustrates this idea.
The federal trade Commission has become increasingly
interested is leading packing. Complaints have been filled
against many food packagers because they make boxes
unnecessarily large to give a false impression of quantity.
Cosmetics manufacturers have been accused of using false
bottoms in packing to make a small amount of their product
appear to be much more (Mc. Whother, 1989).
In the above paragraph, the topic is false picking. The main idea is “The Federal
Trade Commission is becoming increasingly concerned about false or misleading
packing”.
2.2.5. Where to Find the Topic Sentence
One good way of organizing a paragraph is used a topic sentence. The topic
sentence expresses the main idea of a paragraph, and the remaining sentences
build around and support it. In a sense, the topic sentence serves as a headline for
the paragraph and all other sentences supply the main point. Although the topic
15
sentence of a paragraph can be located anywhere in the paragraph, there are
several position where it is most likely to be found.
(1) The First Sentence
The most common placement of the topic is the first in the paragraph. In this
type of paragraph, the author first states his/her main point and then elaborates
the idea, for example:
A Japanese woman has changed since the war. They have
become prettier, brighter, more decisive, more outspoken. The
young people certainly are far more logical and far less
sentimental then the prewar generation some regret this. They
think women in gaining their freedom, have lost their femininitytheir modesty, their warmth and they shy grace. They accuse
women of being drawn to superficial things.
In this type of paragraph, the author employing a deductive thought pattern in
which statement is made at the beginning and the supported through the
paragraph.
(2) The Last Sentence
The second most common position of the topic sentence is in the last
paragraph. In this type of paragraph, the author leads or builds up the main
idea and then directly states it in a sentence at the very end, for example:
Albert Einstein, one of the world’s geniuses, failed his university
entrance examination on his first attempt. William Faulkner is
the one of America noted writers never finish his college
because he could not pass his English courses. Sir Winston
Chrurchill, who is considered one of the masters of English
Language, had to have special tutoring in English during the
Elementary School. These few examples show that failure in
school does not always failure in life.
16
(3) Middle of the Paragraph
Another common placement of the topic is in the middle of the paragraph. In
this case, the author builds up to the main idea, states it in the middle of the
paragraph, and then goes on with further elaboration and detail, for example:
Whenever possible, the good listener prepares in advance for
the speech or lectures he/she plants to attend. He or She studies
the topic to be discussed and finds out about the speaker and his
or her beliefs. An affective listener, as you are beginning to see,
takes specific steps to achieve accurate understanding of the
lecture. Furthermore, on arriving at the place where the speech
is to be given, he or she chooses a seat where it easy to see, hear
and remain alert. Finally, when the speech is over, the effective
listener reviews what was said and evaluates the idea expressed.
(4) The First and the Last Sentence
Sometimes an author uses two sentences to state the main idea or state the
twice in one paragraph. Usually, in this type of paragraph, the writer states the
main idea at the beginning paragraph, then explains or support the idea and
finally restates the main idea at the very end, for example:
The good listener, in order to achieve the purpose of acquiring
information, is careful to follow specific steps to achieve
accurate understanding. First, whenever possible the good
listener prepares in advance for the speech of the lecture or
he/she is going to attend. He or she studies the topic to be
discussed and finds out about the speaker and his or her beliefs.
Second, on arriving at the place where seeing, hearing and
remaining alert are easy. Finally, when the speech is over, he or
she reviews what was said and reacts to evaluate the ideas
expressed. Effective listening is an active process in which a
listener deliberately takes certain actions to ensure that
accurate communication has occurred.
17
2.2.6. Factors That Influence Reading Comprehension
Mc Wrother (1989:345-349) classified the factors that influnce comprehension
into three general categories: text characteristic, reader characteristic, and reader’s
purpose. Text characteristics are features of the printed material that influence
how easy or difficult it is to read. The skills and traits of the person that determine
or affect rate and comprehension are called reader characteristics. Reader’s
purpose refers to the reason he material is read and the level of comprehension
needed.
1. Text Characteristics
The way the writes write, the words they use, how they put words together, and
how clearly they can express ideas all contribute to how it is to read a passage.
Sentence length : A passage with very long sentences can make reading more
difficult and will force a reader to read more slowly, notice how the length of
sentence seems to rise this problem:
Caught in global recession and inflation, forced by Washington
to revalue their currency in a direction injurious to their
prosperity, and ance again conscious of their vulnerability to
fereign economic decisions, the Japanese also saw domestic
capital flow out to lucrative investment opportuniteis elsewhere
(Jones, 1985:99)
Vocabulary : A passage with difficult or unfamiliar vocabulary can have the
same effect-understanding becomes difficult or impossible. Try the following
passage:
18
The liberal-cynical criminologist is skeptical about the perfect
of crime control efforts, and locates criminogenic forces in the
basic structure and institution of society, but he still retains a
belief in the continued viability of American society in its
present from (Barlow, 1984:26)
Ideas and Concepts : In addition to these mechanical features of language, ideas,
and concepts also affect difficult. Even written in fairly simple language, an
article may discuss complicated or follow a sophisticated line of reasoning. In the
the following sample shows that, although the language used is clear and direct, a
difficult concept is discussed.
The whole universe may have an overall curvature. If it is
negatively curved, it is open-ended and extends without limit; if
it is positively curved, it closes in on itself. The surface of the
earth, for example, forms a closed curvature; so that if you
travel a long a geodesic, you come back to your starting point.
Similary, if the universe were positively curved, it would be
closed; so that if could look infinitely into space through an
ideal telescope, you would see the back of your own head! This
is assuming that you waited a long enough time or that light
traveled infinitely fast ( Hewitt, 1985:587)
2. Reader’s Characteristics
A second set of factors that influence how fast reader are able to read and how
well they can comprehend is related to the readers themselves. Here is only a
partial list of the many things about readers that affect reading comprehension.
Physical State : How the readers feel physically affects both rate and
comprehension. If they are extremely tired, or just recovering from the flu, they
will not be able to perform at their peak level. Concentration may become a
problems, or they may not able to force themselves to stay awake. If readers are
19
hungry, or if the room is extremely hot or cold, their reading performance may
ablso be affected.
State of Mind : Just as physical state can affect reading comprehension, so
mental or emotional sate. If the readers are depressed or worried, they may not be
able to concentrate easily, if they are exited or anxious about something, their
mental state may not be conducive effective reading.
Interest in the Material : Readers’ interest in what they reading influences how
fast and with what degree of comprehension they read. If they are reading about a
topic that interest them, they are likely to read faster and with more understanding
than if they are reading about a subject in which they have little or no interest.
Background Knowledge : The amount of knowledge the readers have about a
topic partically determines how well they will be able to read about it. Suppose
they are assigned to read a passage taken from the middle of an introductory
botany textbook. If they have completed a course in botany, the passage will
probably be understanding and easy enough to read. On the other hand, if they
have never studied botany, the passage will be extremely difficult and confusing;
it will be necessary to read very slowly, and they might have to stop to look up
any unfamiliar terms and concepts.
3. Reader’s Purpose
Reader’s purpose for reading is an important factor related to comprehension. If
they are reading a magazine article for enjoyment, their purpose is different from
when they are reading a textbook chapter to prepare for an exam. If readers are
20
paging through the newspaper, their purpose differs from the purpose when they
are reading a poem for English literature class. There are four basic types of
reading, ranging from an extremely slow analysis to an extremely rapid overview
of the material. Each type is related a specific kind of material and has a define
purpose. These are summarized in the table 1.
Table 1
Types of Reading
Method of Reading
Analytical
Study reading
Casual reading
Accelerated reading
Purpose in Reading
Detailed comprehension
Analysis, evaluation, critique
High comprehension and
High recall
Moderate comprehension of
Main ideas, entertaiment.
Enjoyment, general
Information
Overview of material, rapid
Location of a specific fact
Types of Material
Poetry, argumentative
Writing
Textbooks, library
Research
Novels, newspapers,
Magazine
Reference material
Magazine, Novels
The writer used the aspects of text characteristics and reader’s characteristics as
the basis in determing students’ problems in finding main idea of reading text. the
reader’s purpose was not included in this research, since the purpose has been set
up, that is to find the main idea of the text. but there are many possibilities that the
problems occur will be more or even during the research.
21
CHAPTER III
RESEARCH METHOD
In this chapter, the researcher would like to discuss several sub chapters, that is,
setting of the research, research design, population and sample, research
instrument, research procedures, and data analysis. All of those parts will be
presented follows:
3.1. Setting of the Research
There were two settings in this research, that is, place and time. The researcher
chose MTsN 1 Kotabumi as the research place. The researcher chose the students
Class VIII A as the participants because theyhave good enough quality in study
than the other class.
3.2. Research Design
This research was non-experimental research. In this research, she used qualitative
case study. The researcher tried to find the problems of students in finding main
idea and to find students perception toward a reading test. The data were collected
by giving reading test, interview and giving questionnaire.
22
3.3. Research Participants
The participants of this research were the students Class VIII A in MTsN 1
Kotabumi. The researcher used purposive sampling in collected participants of
this research. In purposive sampling the researcher chose subject based on
identification of the problem and justification (Setiyadi: 006:44). The researcher
chose the students class VIII A as the participants because they good enough
quality in study than the other class in MTsN 1 Kotabumi. The researcher used
class VII Athat consists of 36 students as the participants.
3.4. Research Instruments
The instrument of this research was reading test. The researcher wanted to find
students’ problems in finding main idea and students’ perceptions toward a
reading test. In collecting the data, the researcher conducted the following:
1.
Reading Test
In order to collect the data on students’ problems in finding main idea, a
reading test has been provided. The reading test was used to see the score got
by the students in finding main idea, if the students got low score it means
that the students had trouble in reading test especially in finding main idea.
The researcher gave a test to class VIII A students which related with finding
main idea and contained 20 questions.The test lasted for 45 minutes. The
reading test just gives in one meeting. The tests were used in order to see the
influence of the text characteristic toward students’ problems in finding main
idea of reading text. The text was taken from reading test in National
Examination.
23
2.
Interview
Interview was used to get the data precisely from each of the students relating
to their problems. The result of interview was analyzed in order to find the
students’ problems in finding main idea. The result of interview was also
interpreted by describing clearly. In this process, the researcher interviewed
the students who had low score in reading test.
3.
Questionnaire
Romanov (2011) states that, “perception it includes senses, feeling, idea,
thought, and theories.” Based on the theory, the researcher tried to facilitate
the students’ perception toward the difficulties in reading comprehension,
especially in finding main idea. The researcher designed the open
questionnaire which was used in order to collect basic descriptive information
about students’ perceptions toward a reading test. The questionnaire covered
some aspects that might cause students’ perception toward a reading test.
3.5. Research Procedures
The researcher checked students’ reading ability by giving reading test,
questionnaire and interview. The reading test considered as device to see the score
got by the students in finding main idea. The reading tests were used in order to
see the influence of the text characteristic toward students’ problems in finding
main idea. Then, interview was used to get the data precisely from each of the
students relating to their problems. The result of interview was analyzed in order
to find the students’ problems in finding main idea. And the last, the researcher
24
designed the open questionnaire which was used in order to collect basic
descriptive information about students’ perception toward a reading test.
There were several procedures to make the research well. The procedures of this
research as follows:
1.
Determining research problems.
2.
Determining and selecting the participants.
The participants of this research were the students eight a class in MTsN 1
Kotabumi. The researcher takes 36 students as the participants.
3.
Administering the reading test for the students.
After the class had been chosen, the researcher gave the students reading test
to see the score got by the students in finding main idea
4.
Interviewing the students.
After calculate the score of reading test, the students were being interviewed
individually in order to locate students’ problems in finding main idea.
5.
Administering the questionnaire to the students.
After the completion the interview, the researcher gave questionnaire to the
students in order to get information about students’ perception toward a
reading test.
6.
Analyzing the result of the reading test, interview, and the questionnaire.
After the completion of the reading test, interview, and questionnaire, were
then calculate, analyze and classified.
25
3.6. Scoring System
In scoring system of the students’ reading test, the writer used Arikunto’s formula
(1997:212). The researcher calculate the students’ reading test score by using this
formula:
=
100%
S : Score of the test
R : Right and answer
N : Number of the student
3.7. The Criteria of Good Test
This section concerns with the criteria which should be had by the good test such
as, reliability and validity.
3.7.1. Reliability
Reliability is the consistency of the instruments to be the instruments that can
measure the same data in the different times but still show the similar result
relatively (Setiyadi, 2006:16). Therefore, the instruments can be used to measure
the data in the research if the instruments have a good reliability.To ensure the
reliability of the reading test, interview, and questionnaire, interater reliabilities
applied in this research. The researcher used two raters. Interater reliability is
used to measure the reliability of instruments or tests are good or not.
3.7.2. Validity
A test can be said to be valid if it measured and suitable for the the criteria (Hatch
and Farhady, 1982:250). It means that the test or instrument which is used in the
26
research can be said valid if the instrument measures the object to be measured
and suitable with the criteria which is used in the research.
Setiyadi (2006:22) state that the instruments or tests are not valid if the
instruments do not measure the object to be measured. He says that in the research
of the foreign language learning, there are four types of validity of instruments or
tests: face validity, predictive validity, content validity, and construct validity.
The face validity focuses on the layout or appearance of the test. Predictive
validity is interrelated with the prediction the phenomena that will happen. For
this research, the researcher used content validity to measure the validity of
instruments or tests are good or not. The types used in this research is content
validity. This validity concerns with the content details of the instruments. This
validity analysis would analyze all the content of the instruments or tests whether
the content of the instruments represents the material that will be measured by the
instruments.
According Davenport (2007: 61) as quoted by Dewi (2013), common types of
question found in reading comprehension are included as follow:
1.
Identifying main idea, main point, author purpose or an alternate title for the
passage.
2.
Recognizing the tone of the passage or identifying the style.
3.
Comprehending information directly stated in the passage (finding supporting
detail).
4.
Answering relational questions about the author’s opinion, even if not stated
directly.
27
5.
Recognizing the structural methodology employed to develop the passage, for
example sequence, vocabulary, and represent pronoun (reference).
6.
Extending limited information given by h
AN ANALYSIS OF STUDENTS’ PROBLEMS IN FINDING MAIN IDEA
OF READING TEXT AT THE SECOND GRADE OF
MTSN 1 KOTABUMI
By
RIMA MAULI AD.
The objectives of the research are: 1) to find out students’ problems in
finding main idea of reading text, 2) to find out students’ perceptions toward a
reading test. The researcher used purposive sampling in collecting participants of
this research. The researcher chose the students in Class VIII A as the participants
because they had good enough quality of study than the other class did. This
research was non-experimental one. In this research, she used qualitative case
study. The data were collected by administering reading test, interview and giving
questionnaire.
The resultsof interview show that there are six problems faced by the
students in finding the main idea, that is: 1). there were 19 students (61,2%) lack
of the students interest, 2). there were 25 students(80, 6%) lack of vocabulary
knowledge, 3). there were 17 students (54,8%) had problem in identifying the
main idea of the passage with very long sentence, 4). there were 19 students
(52,7%) poor reading strategy, 5). there were 18 students (58,0%) had problem in
sentence pattern (grammatical confusion), 6). there were 21 students (67,7%)
ignorance of paragraph components. And the results of students perception toward
a reading test are that according to them, reading test is a difficult task.They said
that the text given by the researchers was hard to understand, because many
difficult words that they did not know.
Based on the conclusion of the research, the writer suggestes: The students
should understand the meaning of word in complete sentence. So that, the students
should not only focus on word in isolation, because the students will be difficult
to find the meaning of word if they focus on word by word.The teacher should
lead the students to think about the topic that will be discussed in teaching
learning process. So, the students have schemata related to the passage.And the
last, for the other researcher try to find other problems not only about main idea,
but also about all components of reading. So that, the researcher can find more
problems faced by the students in leraning reading.
Keyword: Reading, Problems, Main Idea.
CURRICULUM VITAE
The writer’s name isRima Mauli Ad. She was born in Kotabumi Lampung Utara
on September26st, 1992. She is the fourth child of the good couple, Drs. H.
Akhmad Hasan and Darmiyati. Like her father and her mother is a civil servant.
Se has four lovely siblings, three brothers and one sister:Hasroli, Ridho Akhmad,
Rahmad Arif and Febriyana.
She began her formal educational institution for the first time at Kindergarten
Tunas Harapan, Kotabumi in 1997 and graduated in 1998. Then she continued her
elementary level at MIN 1, Kotabumi in 1998 and graduated in 2004. She pursued
her study at MTSN 1 Kotabumi and finished in 2007. Then, she continued her
study at SMAN 3 Kotabumi and graduated in 2010.
In the same year, she was registered as a student at the English Education Study
Program, the Teacher Training and Education Faculty, Lampung University. She
accomplished KKN program at Candra Kencana Village, Tulang Bawang Tengah
district, Tulang Bawang BaratRegioncy and teaching practice program (PPL) at
SMPN 5 Tulang Bawang Tengah from July to September 2013.
DEDICATION
Bismillaahirrohmaannirrohiim, By offering my praise and gratitude to Alloh
SWT for the abundant blessing given to the writer, this piece of work is sincerely
dedicated to:
1. My beloved parents: Bapak and Mamak,
Drs. H. Akhmad Hasan and Darmiyati
2. My beloved brothers and sister:Hasroli, Ridho Akhmad, Rahmad Arif and
Febriyana, also all my big family who cannot be mentioned all
3. My fabulous friends Bblers: Dhika, Wisnu, Karina, Devy, Garsinia, Rani,
Reza, and Rio
4. My great almamater, Lampung University
MOTTO
"A person who never made a mistake never tried anything new."
-Albert Einstein-
ACKNOWLEDGEMENTS
Alhamdulillahirobbil’ alamin, praise be to Alloh SWT, the Almighty and Merciful
God, for blessing the writer with faith, health and opportunity to finish this
research. This research entitled “An Analysis of Students’ Problems in Finding
Main Idea of Reading Text at MTSN 1 Kotabumi” as one of the requirements to
finish herBachelor degree at the English Education Study Program, the Teacher
Training and Education Faculty, Lampung University.
Gratitude and honor are addressed to all persons who have helped and supported
the writer until completing this research. Since, it is necessary to be known that
this research will never have come into its existence without any supports,
encouragements, and assistances by several outstanding people and institutions.
Therefore, the writer would like to acknowledge her respect and sincrere gratitude
to the first advisor,Prof. Dr. Cucu Sutarsyah, M.A.,and also Drs. H. M. Ujang
Suparman, M. A., Ph. D. as the second advisor who have given their ideas,
questions, advices,motivations and carefulness in correcting the grammatical
structure of the writers’s research, paragraph by paragraph, sentence by sentence
and even word by word to the writer to finish this final work and for obtaining the
title of Bachelor of English Education (S.Pd.).
Her thank is also dedicated to Prof. Ag Bambang Setiyadi, M.A., Ph. D. as the
examiner for patiently giving much supports, inputs, helps, and corrections to
improve this script better. Therefore, the writer is very thankful to Drs. Basturi
Hasan, M.Pd. as the writer’s academic advisor for his kindness and patience in
guiding the writer during his study, and also the deepest appreciation for all the
lecturers of English Education Department. Then, the writer would like to
acknowledge her respect to Budi Kadaryanto, M. Pd, who have given his ideas
and motivations to the writer to finish this final work.
Her appreciation is also given to the principal and vice principal of MTSN 1
Kotabumi, Dra. Enna Maliana, M. Pd. Iand Irawan who haveproviding the chance
to conduct this research. Next, her thankfulness is addressed toMrHaris Wijaya, S.
Pd. I, MM for his guiding given to the writer during her research and also for the
other English teachers of MTSN 1 Kotabumi:Mr Dwi, Mr Budi, who are very
helpful. Then the writer also thanks to class VII A for being cooperative during
this research.
Another gratitude is given to my Fabulous friends Bblers : Putra Mahardhika,
Wisnu Wijaya, Karina Rabiula, Devy Emsa Nurdina, Garsinia Dwiranu, Fitriah
Wirani, Reza Ramanda and Rio Sanjaya. Thanks for all the support, inspiration,
and motivation which will never be forgotten. Then her KKN/PPL team,her
boarding house friends Agustin, Chandra, Muti, and Sefti, 2010 colleagues of
English Department in Lampung University such as Afini, Dian Setya Rini,
Nandita, Daniand some seniors such as Wirathama Hazera Putra and Intan
Hamzah who are inspiring.
Last but not least, her beloved father, Drs. H. Akhmad Hasan, and her mother,
Darmiyati. It is truly undoubted that loves, cares, timeless prayers during days and
nights, are everything for her. Her special gratitude is also given to her beloved
siblings, Hasroli, Ridho Akhmad, Rahmad Arif, Febriyana, and also my big
family: Biksu Lili, Pak Tut, Dayeng Angga, Liza, Samsul, Adin Sodri, Fuzi, Tati,
Tini, for their help and support financially to the writer.
Hopefully, this script may contribute positively to development of education. The
writer is completely aware that this script maybe far from perfect. Therefore,
constructive input and suggestion are expected to compose better paper in the
future.
Bandar Lampung, 27 Oktober 2014
The Writer
Rima Mauli AD.
LIST OF APPENDICES
Page
Appendices
1.
2.
3.
4.
5.
6.
Reading Test..................................................................................... 56
Result Reading Test.......................................................................... 68
Interview .......................................................................................... 125
Result of Interview............................................................................ 126
Questionnaire ................................................................................... 136
Result of Questionnaire..................................................................... 140
TABLE OF CONTENTS
Page
ABSTRACT .................................................................................................... i
CURRICULUM VITAE................................................................................ ii
DEDICATION................................................................................................ iii
MOTTO .......................................................................................................... iv
ACKNOWLEDGEMENTS........................................................................... v
TABLE OF CONTENTS............................................................................... viii
LIST OF APPENDICES ............................................................................... x
CHAPTER I
INTRODUCTION
1.1. Background of the Problems..................................................................... 1
1.2. Identification of the Problems................................................................... 4
1.3. Limitation of the Problems ....................................................................... 4
1.4. The Formulation of the Research Question .............................................. 5
1.5. The Objective of the Research .................................................................. 5
1.6. The Uses.................................................................................................... 5
1.7. The Significance of the Research.............................................................. 6
CHAPTER II
THEORETICAL BACKGROUND
2.1. Review of the Previous Research.............................................................. 7
2.2. Review of the Related Literature .............................................................. 8
2.2.1. Reading.......................................................................................... 8
viii
2.2.2. The Concept of the Text................................................................ 11
2.2.3. Paragraph....................................................................................... 11
2.2.3.1 Main Parts of a Paragraph ................................................. 12
2.2.4. Main Idea....................................................................................... 13
2.2.5. Where to Find the Topic Sentence……………………….............14
2.2.6 Factors that Influence Reading Comprehension ........................... 17
CHAPTER III
RESEARCH METHOD
3.1. Setting of the Research ............................................................................. 21
3.2. Research Design........................................................................................ 21
3.3. Research Participants ................................................................................ 22
3.4. Research Instrument.................................................................................. 22
3.5. Research Procedures ................................................................................. 23
3.6. Scoring System ........................................................................................ 25
3.7. The Criteria of Good Test ........................................................................ 25
3.8. Data Analysis ............................................................................................ 27
CHAPTER IV
RESULT AND DISCUSSION
4.1. Result of the Research .............................................................................. 29
4.2. The Students’ Problems in Finding the Main Idea ................................... 30
4.3. The Students’ Perception toward a Reading Test ..................................... 34
4.4. Discussion and Finding............................................................................. 36
4.4.1. Discussion and Finding Students’ Problems............................ 37
4.4.2. Discussion and Finding Students’ Perception.......................... 47
CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1. Conclusion ................................................................................................ 50
5.2.Suggestion .................................................................................................. 52
Bibliography ................................................................................................... 53
Appendices ...................................................................................................... 55
ix
1
CHAPTER I
INTRODUCTION
This chapter deals with several sub chapters, that is 1). The background of the
problems, 2). The identification of the problems, 3). The limitation of the
problems, 4). The objectives, and 5). The significance of the research, as will be
elaborated in the following sections.
1.1. Background of the problems
Language is a means of communication which is very important for us to adapt to
the society. Language is used by human beings to interact with others and to
express feeling and thought. It is their tool for carrying on their affairs, working,
trading, and living together. So, we can say that language is very important to
individual to live in a society in order that they can survive.
As it known, language is an important tool used by the people in the world to
communicate each other. English is one of widely spoken languages in the whole
world, that is the reason today English becomes an international language. As an
international language, English 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.
2
Reading is the process of looking at a series of written symbols and getting
meaning from them. When people read, they use eyes to receive written symbols
(letters, punctuation marks and spaces) and they use brain to convert them into
words, sentences and paragraphs that communicate something to them. Reading
plays an important role in developing knowledge, through reading students can
absorb all the information, experience and ideas provided in books.
Reading texts also provide some benefits in improving students skill, and
language teaching as well. It helps students to find new vocabulary in real context,
English grammar, punctuation and become good models for English writing,
when teacher teaches the skill of writing he/she will need to show students models
of what he/she is encouranging them to do. Moreover, good reading texts can
introduce interesting topics, which can stimulate discussion.
According Davenport (2007: 61) as quoted by Dewi (2013), common types of
question found in reading comprehension are included as follow:
1.
Identifying main idea, main point, author purpose or an alternate title for the
passage.
2.
Recognizing the tone of the passage or identifying the style.
3.
Comprehending information directly stated in the passage (finding supporting
detail).
4.
Answering relational questions about the author’s opinion, even if not stated
directly.
5.
Recognizing the structural methodology employed to develop the passage, for
example sequence, vocabulary, and represent pronoun (reference).
3
6.
Extending limited information given by he author to a logical conclusion
using inference (inference meaning).
From the types of question found in reading comprehension, identifying main idea
is focused on the objective in this research. In reading for meaning, main idea will
always come first and deserves the top priority. It happens because main idea is
the essence of the paragraph that the author wants the readers to know and it is the
idea that the whole paragraph explains or supports. The author usually put this
main idea in some certain places, such as: at the first sentences of the paragraph,
middle of the paragraph, last of the paragraph, or just lets the reader to infer it
from the passage.
Based on the pre-observation, and interview the teacher,it was found several
difficulties encountered by the students in MTs N 1 Kotabumi.The researcher
found the students still got difficulties in reading skill, such as difficulties
understanding the content of the paragraph, difficulties understanding the idea,
and the teacher said the students also difficulties in determining main idea.
Realizing to the phenomenon, the researcher’s interested to conduct further
research relating to the students’ problems in finding main idea. To find out the
problems of students in finding main idea, the researcher gave a test to class VIII
A students which related with finding main idea and contained 20 questions.
Determining main idea is difficult to be mastered by the students because the
learners not knowing about the meaning of “main idea” and the learners can not
identify the main idea of reading text well. The researcher also found that the
students have their own perceptions toward reading test. It was found after seeing
4
their perceptions in reading task was given by the teacher. Some students argued
that the reading taskwas very difficult. The text given was too long. Therefore,
this research will see the students’ perception toward main idea in reading test.
This research will be focused on identifyingstudents’ problems in finding the main
idea of the reading text and students’ perceptions toward reading test. Therefore,
this research is expected to find out whether there are any problems or not in
determining the main idea and students’ perceptions toward reading test.
1.2. Identification of the Problems
Based on the pre-observation and interview the students, there are several
problems that can be identified, that is:
a.
Students get difficulties in mastering the text well.
b.
Students get difficulties in understanding the content of the paragraph and
find the main idea.
c.
Students do not have big motivation to read the text.
d.
The topic of the text is not suitable for the students.
e.
Students are bored to read long texts.
f.
Lack of students’ confidence to determine the main idea.
1.3. Limitation of the Problems
By seeing the identification of the problem, the research will be limited on
investigating the following problems:
5
a.
Students’ difficulties in mastering the text well.
b.
Students’ difficulties in understanding the content of the paragraph and
finding the main idea.
1.4. The Formulation of the Research Questions
In line with the limitation of the problems, the following research questions are
formulated:
a.
What are students’ problems in finding a main idea?
b.
What are students’ perceptions toward a reading test?
1.5. The Objectives
The objectives of the research are:
a.
To find out and to describes the students’ problems in finding a main idea.
b.
To find out the students’ perception on a reading test.
1.6. The uses
The uses of this research are:
1.
As the information for the teacher in order to improve students’ performance
in reading.
2.
As the information for the readers about the causes that underlie the students
choose wrong answer about the main idea of the text.
3.
As the information for the readers to conduct further research relating to main
idea, and reading as well.
6
1.7. The Significance of the Research
The findings of the research are expected to be beneficial not only theoretically
but also practically:
a.
Theoretically, as a verification of the previous theories in finding a main idea.
b.
Practically, this research can be used to help the teacher to know about the
students’ problems in finding a main idea.
7
CHAPTER II
THEORETICAL BACKGROUND
In this chapter, the researcher would like to discuss two major points, that is,
review of the previous research and review of related literature. They were
elaborated as the following section.
2.1. Review of Previous Research
In relation to this research, there is some previous research which has been
conducted by the some researchers, such as: Ramsay and Sperling, 2011; Leopold
and Leutner, 2012; Ji, 2008.
Ramsay and Sperling (2011) conducted the research related to the problems in
finding the main idea. They focused on electronic note taking. Whereas the
researcher would like to investigate the problems in finding main idea faced by
the students.
Leopold and Leutner (2012) conducted the research related to the problems in
finding the main idea. They focused on the strategy in facing main idea. But this
research focuses on the problems in finding main idea.
Ji (2008) conducted the research about what do paragraph divisions indicate in
narrative texts. He focused on paragraph especially in narrative text. But this
8
research will investigate not only in narrative text, but also other text especially
the text existing in national examination.
On the other side, previous research has been done by Dwiarti (2005) at SMU
Kosgoro Sekampung East Lampung. She conducts the research to investigate the
students’ problems meet in finding main idea of the text. The result of her
research is there are four problems that the students facing in finding main idea of
the text, they are: 1) lack of interest toward reading; 2) lack of background
knowledge; 3) lack of vocabulary; 4) unaware on the parts of the paragraph.
Whereas the researcher is attempting this research to reveal the problem in depth,
that the problems not only come from the students themselves, but also the
problems that arise from the future of the text. The research is conducted at MTs
N 1 Kotabumi.
2.2. Review of Related Literature
For the specific explanation about the main idea in reading, the researcher
explains some related literature as follows:
2.2.1. Reading
Reading is the process of looking at a series of written symbols and getting
meaning from them. When people read, they use eyes to receive written symbols
(letters, punctuation marks and spaces) and they use brain to convert them into
words, sentences and paragraphs that communicate something to them. Reading
plays an important role in developing knowledge, through reading students can
absorb all the information, experience and ideas provided in books. Eskey (2002)
9
defines that reading is the process of acquiring information from a written or
printed text.
Afflerbach (2007: 12-13) says as quoted by Dewi (2013) that reading is a dynamic
and complex process that involves skills, strategies, and prior knowledge. Reading
is also an active process of predicting what is likely to come next. When someone
is reading, her brain processes the visual information from our eyes. It uses our
critical thinking to make an image in our brain based on the text.
By seeing the explanation above, it can be stated that reading is one of important
skill the students should mastered in their language learning. Reading is important
because by reading the students may be able to absorb the information, experience
and ideas provided in books.
Reading may also open the students’ minds by using and developing their critical
thinking. In reading the reader needs the comprehension. Reading comprehension
is very important for the students at Senior High School. According to Cooper
(1986:11), comprehension is a process in which a reader may construct meaning
by interacting with the text. When reading, a reader should have knowledge about
understanding the reading passage.
According to Simanjuntak (1988:4), reading comprehension is the first point to be
made about reading process. In reading process the readers are attempting to
recreate the meaning intende by the author. But reading is not a simple task,
readers should have eduqate knowledge of linguistics and prior knowledge of the
world, and at the same time use both of knowledge to confirm the meaning. It has
10
been stated by Clarke and Silberstain (1977) in Brown (2001:299-300) that the
readers understand what they read because they are able to take the stimulus
beyond its graphic representation and assign its membership to an appropriate
group of concepts already stored in their memories skill in reading depends on the
efficient interaction between linguistics knowledge of the world.
According Davenport (2007: 61) as quoted by Dewi (2013), common types of
question found in reading comprehension are included as follow:
1.
Identifying main idea, main point, author purpose or an alternate title for the
passage.
2.
Recognizing the tone of the passage or identifying the style.
3.
Comprehending information directly stated in the passage (finding supporting
detail).
4.
Answering relational questions about the author’s opinion, even if not stated
directly.
5.
Recognizing the structural methodology employed to develop the passage, for
example sequence, vocabulary, and represent pronoun (reference).
6.
Extending limited information given by he author to a logical conclusion
using inference (inference meaning).
From the types of question found in reading comprehension, identifying main idea
is focused on the objective in this research. In reading for meaning, main idea will
always come first and deserves the top priority. It happens because main idea is
the essence of the paragraph that the author wants the readers to know and it is the
idea that the whole paragraph explains or supports. The author usually put this
11
main idea in some certain places, such as: at the first sentences of the paragraph,
middle of the paragraph, last of the paragraph, or just lets the reader to infer it
from the passage.
2.2.2. The Concept of Text
Text is one of the main elements that play a significant role in communication.
People communicating in language do not do so simply by means of individual
words or fragments of sentences, but by means of texts. According to Fowler
(1991: 59) defines text is made up of sentences, but there exist separate principles
of text-construction, beyond the rules for making sentences. While Neubert and
Greogory (1992) states that texts are used as tools and, at the same time, they
reveal the tool-user. They communicate something and about someone.
Text is important because text is the part of reading. Text can be said as a number
of sentence organized to carry a message in an order way. It means that text
consist of sentences bringing some information in each sentence. For example of
the text “Sangkuriang” tells about a young man that loves with his mother.
2.2.3. Paragraph
Paragraph refers to a group of related sentences that supply the readers with
detailed information on a single important topic to support main idea. Paragraph is
important because it is a series of closely related sentences that supply the readers
with detailed information, in which they explore, develop, and support one main
idea.
To gain a unified concept about paragraph, it is appropriate to consider the
following notions. Oshima and Houge (1981) state that, a paragraph is a basic unit
12
of organization in writing, in which a group of related sentences to develop one
main idea. According to Kolin (1986), paragraph refers to a group of related
sentences arranged in a logical order supplying the readers with detailed
information on a single important topic. For example of the paragraph:
Gold
First of all, gold has a lustrous beauty is resistant to corrosion.
For example, Macedonian coin remains as untarnished today as
the day it was minted twenty-three centuries ago. Another
important characteristic of gold is it utility in industry and
science. The most recent application of gold is in astronauts’ suit.
2.2.3.1. Main Parts of a Paragraph
A main part of paragraph is important because the parts of sentences are needed to
help the students in finding the main idea in text.
Oshima and Houge (1981) classify the paragraph into three main structural parts,
namely: a topic sentence, supporting sentence, and a concluding sentence.
1.
A Topic Sentence
The topic sentence states the main idea of the paragraph. It is not only naming
the topic of the paragraph, but also limits the topic to one or two areas that
can be discussed completely in a space of single paragraph. The specific area
is called the controlling idea. Notice how the topic sentence of the gold states
both the topic and the controlling idea.
13
(Topic)
(Controlling idea)
Gold, a precious metal, is prized for two important characteristics.
2.
Supporting Sentence
Supporting sentence develops the topic sentence; they explain the topic
sentence by giving definition, reasons, examples, facts, an incident,
comparison, analogy, cause, and effect, statistics and quotations. Some of the
supporting sentences that explain the topic sentence about gold are:
First of all, gold has a lustrous beauty is resistant to corrosion.
For example, Macedonian coin remains as untarnished today as
the day it was minted twenty-three centuries ago. Another
important characteristic of gold is it utility in industry and
science. The most recent application of gold is in astronauts’
suit (Oshima, et al, 1981: 4).
3.
A Concluding Sentence
The concluding sentence signals the end of the paragraph and leaves the
reader with important point to remember.
In conclusion, gold is treasured not only for its beauty but also
for its utility.
2.2.4. Main Idea
Main idea refers to the essence of the paragraph, or rather what the author is
trying to get across to the reader. In the other words, the main idea may important
that the author develops throughout the paragraph. The function of the entire
paragraph is to explain, develop, and support the main idea. The main idea of
paragraph tells us what the author wants to know about the topic. The writer in
one or more sentences within the paragraph usually directly states the main idea.
Once the people can find the topic, they are ready to find the main idea. The main
idea is the point of the paragraph. It is the most important thought about the topic.
14
Brown (1987:203) says that if you get the main idea you can make some amazing
inferences about details you never even read. But on the other hand, Brown
proposes that some readers cannot see the forest for the trees, they get the details
accurately, but do not see how they add up. When they hear a story, they are likely
to miss the point.
According to Mc Whother (1989) the main idea is called the topic sentence. She
adds that the main idea is not explicitly stated any one sentence. Instead, it is left
to the reader to infer, or the reason out. She also explains that to find main idea of
a paragraph, a reader may ask himself these questions: What is the main idea –
What is the author trying to say about the topic? Which sentence states the main
idea? The following paragraph illustrates this idea.
The federal trade Commission has become increasingly
interested is leading packing. Complaints have been filled
against many food packagers because they make boxes
unnecessarily large to give a false impression of quantity.
Cosmetics manufacturers have been accused of using false
bottoms in packing to make a small amount of their product
appear to be much more (Mc. Whother, 1989).
In the above paragraph, the topic is false picking. The main idea is “The Federal
Trade Commission is becoming increasingly concerned about false or misleading
packing”.
2.2.5. Where to Find the Topic Sentence
One good way of organizing a paragraph is used a topic sentence. The topic
sentence expresses the main idea of a paragraph, and the remaining sentences
build around and support it. In a sense, the topic sentence serves as a headline for
the paragraph and all other sentences supply the main point. Although the topic
15
sentence of a paragraph can be located anywhere in the paragraph, there are
several position where it is most likely to be found.
(1) The First Sentence
The most common placement of the topic is the first in the paragraph. In this
type of paragraph, the author first states his/her main point and then elaborates
the idea, for example:
A Japanese woman has changed since the war. They have
become prettier, brighter, more decisive, more outspoken. The
young people certainly are far more logical and far less
sentimental then the prewar generation some regret this. They
think women in gaining their freedom, have lost their femininitytheir modesty, their warmth and they shy grace. They accuse
women of being drawn to superficial things.
In this type of paragraph, the author employing a deductive thought pattern in
which statement is made at the beginning and the supported through the
paragraph.
(2) The Last Sentence
The second most common position of the topic sentence is in the last
paragraph. In this type of paragraph, the author leads or builds up the main
idea and then directly states it in a sentence at the very end, for example:
Albert Einstein, one of the world’s geniuses, failed his university
entrance examination on his first attempt. William Faulkner is
the one of America noted writers never finish his college
because he could not pass his English courses. Sir Winston
Chrurchill, who is considered one of the masters of English
Language, had to have special tutoring in English during the
Elementary School. These few examples show that failure in
school does not always failure in life.
16
(3) Middle of the Paragraph
Another common placement of the topic is in the middle of the paragraph. In
this case, the author builds up to the main idea, states it in the middle of the
paragraph, and then goes on with further elaboration and detail, for example:
Whenever possible, the good listener prepares in advance for
the speech or lectures he/she plants to attend. He or She studies
the topic to be discussed and finds out about the speaker and his
or her beliefs. An affective listener, as you are beginning to see,
takes specific steps to achieve accurate understanding of the
lecture. Furthermore, on arriving at the place where the speech
is to be given, he or she chooses a seat where it easy to see, hear
and remain alert. Finally, when the speech is over, the effective
listener reviews what was said and evaluates the idea expressed.
(4) The First and the Last Sentence
Sometimes an author uses two sentences to state the main idea or state the
twice in one paragraph. Usually, in this type of paragraph, the writer states the
main idea at the beginning paragraph, then explains or support the idea and
finally restates the main idea at the very end, for example:
The good listener, in order to achieve the purpose of acquiring
information, is careful to follow specific steps to achieve
accurate understanding. First, whenever possible the good
listener prepares in advance for the speech of the lecture or
he/she is going to attend. He or she studies the topic to be
discussed and finds out about the speaker and his or her beliefs.
Second, on arriving at the place where seeing, hearing and
remaining alert are easy. Finally, when the speech is over, he or
she reviews what was said and reacts to evaluate the ideas
expressed. Effective listening is an active process in which a
listener deliberately takes certain actions to ensure that
accurate communication has occurred.
17
2.2.6. Factors That Influence Reading Comprehension
Mc Wrother (1989:345-349) classified the factors that influnce comprehension
into three general categories: text characteristic, reader characteristic, and reader’s
purpose. Text characteristics are features of the printed material that influence
how easy or difficult it is to read. The skills and traits of the person that determine
or affect rate and comprehension are called reader characteristics. Reader’s
purpose refers to the reason he material is read and the level of comprehension
needed.
1. Text Characteristics
The way the writes write, the words they use, how they put words together, and
how clearly they can express ideas all contribute to how it is to read a passage.
Sentence length : A passage with very long sentences can make reading more
difficult and will force a reader to read more slowly, notice how the length of
sentence seems to rise this problem:
Caught in global recession and inflation, forced by Washington
to revalue their currency in a direction injurious to their
prosperity, and ance again conscious of their vulnerability to
fereign economic decisions, the Japanese also saw domestic
capital flow out to lucrative investment opportuniteis elsewhere
(Jones, 1985:99)
Vocabulary : A passage with difficult or unfamiliar vocabulary can have the
same effect-understanding becomes difficult or impossible. Try the following
passage:
18
The liberal-cynical criminologist is skeptical about the perfect
of crime control efforts, and locates criminogenic forces in the
basic structure and institution of society, but he still retains a
belief in the continued viability of American society in its
present from (Barlow, 1984:26)
Ideas and Concepts : In addition to these mechanical features of language, ideas,
and concepts also affect difficult. Even written in fairly simple language, an
article may discuss complicated or follow a sophisticated line of reasoning. In the
the following sample shows that, although the language used is clear and direct, a
difficult concept is discussed.
The whole universe may have an overall curvature. If it is
negatively curved, it is open-ended and extends without limit; if
it is positively curved, it closes in on itself. The surface of the
earth, for example, forms a closed curvature; so that if you
travel a long a geodesic, you come back to your starting point.
Similary, if the universe were positively curved, it would be
closed; so that if could look infinitely into space through an
ideal telescope, you would see the back of your own head! This
is assuming that you waited a long enough time or that light
traveled infinitely fast ( Hewitt, 1985:587)
2. Reader’s Characteristics
A second set of factors that influence how fast reader are able to read and how
well they can comprehend is related to the readers themselves. Here is only a
partial list of the many things about readers that affect reading comprehension.
Physical State : How the readers feel physically affects both rate and
comprehension. If they are extremely tired, or just recovering from the flu, they
will not be able to perform at their peak level. Concentration may become a
problems, or they may not able to force themselves to stay awake. If readers are
19
hungry, or if the room is extremely hot or cold, their reading performance may
ablso be affected.
State of Mind : Just as physical state can affect reading comprehension, so
mental or emotional sate. If the readers are depressed or worried, they may not be
able to concentrate easily, if they are exited or anxious about something, their
mental state may not be conducive effective reading.
Interest in the Material : Readers’ interest in what they reading influences how
fast and with what degree of comprehension they read. If they are reading about a
topic that interest them, they are likely to read faster and with more understanding
than if they are reading about a subject in which they have little or no interest.
Background Knowledge : The amount of knowledge the readers have about a
topic partically determines how well they will be able to read about it. Suppose
they are assigned to read a passage taken from the middle of an introductory
botany textbook. If they have completed a course in botany, the passage will
probably be understanding and easy enough to read. On the other hand, if they
have never studied botany, the passage will be extremely difficult and confusing;
it will be necessary to read very slowly, and they might have to stop to look up
any unfamiliar terms and concepts.
3. Reader’s Purpose
Reader’s purpose for reading is an important factor related to comprehension. If
they are reading a magazine article for enjoyment, their purpose is different from
when they are reading a textbook chapter to prepare for an exam. If readers are
20
paging through the newspaper, their purpose differs from the purpose when they
are reading a poem for English literature class. There are four basic types of
reading, ranging from an extremely slow analysis to an extremely rapid overview
of the material. Each type is related a specific kind of material and has a define
purpose. These are summarized in the table 1.
Table 1
Types of Reading
Method of Reading
Analytical
Study reading
Casual reading
Accelerated reading
Purpose in Reading
Detailed comprehension
Analysis, evaluation, critique
High comprehension and
High recall
Moderate comprehension of
Main ideas, entertaiment.
Enjoyment, general
Information
Overview of material, rapid
Location of a specific fact
Types of Material
Poetry, argumentative
Writing
Textbooks, library
Research
Novels, newspapers,
Magazine
Reference material
Magazine, Novels
The writer used the aspects of text characteristics and reader’s characteristics as
the basis in determing students’ problems in finding main idea of reading text. the
reader’s purpose was not included in this research, since the purpose has been set
up, that is to find the main idea of the text. but there are many possibilities that the
problems occur will be more or even during the research.
21
CHAPTER III
RESEARCH METHOD
In this chapter, the researcher would like to discuss several sub chapters, that is,
setting of the research, research design, population and sample, research
instrument, research procedures, and data analysis. All of those parts will be
presented follows:
3.1. Setting of the Research
There were two settings in this research, that is, place and time. The researcher
chose MTsN 1 Kotabumi as the research place. The researcher chose the students
Class VIII A as the participants because theyhave good enough quality in study
than the other class.
3.2. Research Design
This research was non-experimental research. In this research, she used qualitative
case study. The researcher tried to find the problems of students in finding main
idea and to find students perception toward a reading test. The data were collected
by giving reading test, interview and giving questionnaire.
22
3.3. Research Participants
The participants of this research were the students Class VIII A in MTsN 1
Kotabumi. The researcher used purposive sampling in collected participants of
this research. In purposive sampling the researcher chose subject based on
identification of the problem and justification (Setiyadi: 006:44). The researcher
chose the students class VIII A as the participants because they good enough
quality in study than the other class in MTsN 1 Kotabumi. The researcher used
class VII Athat consists of 36 students as the participants.
3.4. Research Instruments
The instrument of this research was reading test. The researcher wanted to find
students’ problems in finding main idea and students’ perceptions toward a
reading test. In collecting the data, the researcher conducted the following:
1.
Reading Test
In order to collect the data on students’ problems in finding main idea, a
reading test has been provided. The reading test was used to see the score got
by the students in finding main idea, if the students got low score it means
that the students had trouble in reading test especially in finding main idea.
The researcher gave a test to class VIII A students which related with finding
main idea and contained 20 questions.The test lasted for 45 minutes. The
reading test just gives in one meeting. The tests were used in order to see the
influence of the text characteristic toward students’ problems in finding main
idea of reading text. The text was taken from reading test in National
Examination.
23
2.
Interview
Interview was used to get the data precisely from each of the students relating
to their problems. The result of interview was analyzed in order to find the
students’ problems in finding main idea. The result of interview was also
interpreted by describing clearly. In this process, the researcher interviewed
the students who had low score in reading test.
3.
Questionnaire
Romanov (2011) states that, “perception it includes senses, feeling, idea,
thought, and theories.” Based on the theory, the researcher tried to facilitate
the students’ perception toward the difficulties in reading comprehension,
especially in finding main idea. The researcher designed the open
questionnaire which was used in order to collect basic descriptive information
about students’ perceptions toward a reading test. The questionnaire covered
some aspects that might cause students’ perception toward a reading test.
3.5. Research Procedures
The researcher checked students’ reading ability by giving reading test,
questionnaire and interview. The reading test considered as device to see the score
got by the students in finding main idea. The reading tests were used in order to
see the influence of the text characteristic toward students’ problems in finding
main idea. Then, interview was used to get the data precisely from each of the
students relating to their problems. The result of interview was analyzed in order
to find the students’ problems in finding main idea. And the last, the researcher
24
designed the open questionnaire which was used in order to collect basic
descriptive information about students’ perception toward a reading test.
There were several procedures to make the research well. The procedures of this
research as follows:
1.
Determining research problems.
2.
Determining and selecting the participants.
The participants of this research were the students eight a class in MTsN 1
Kotabumi. The researcher takes 36 students as the participants.
3.
Administering the reading test for the students.
After the class had been chosen, the researcher gave the students reading test
to see the score got by the students in finding main idea
4.
Interviewing the students.
After calculate the score of reading test, the students were being interviewed
individually in order to locate students’ problems in finding main idea.
5.
Administering the questionnaire to the students.
After the completion the interview, the researcher gave questionnaire to the
students in order to get information about students’ perception toward a
reading test.
6.
Analyzing the result of the reading test, interview, and the questionnaire.
After the completion of the reading test, interview, and questionnaire, were
then calculate, analyze and classified.
25
3.6. Scoring System
In scoring system of the students’ reading test, the writer used Arikunto’s formula
(1997:212). The researcher calculate the students’ reading test score by using this
formula:
=
100%
S : Score of the test
R : Right and answer
N : Number of the student
3.7. The Criteria of Good Test
This section concerns with the criteria which should be had by the good test such
as, reliability and validity.
3.7.1. Reliability
Reliability is the consistency of the instruments to be the instruments that can
measure the same data in the different times but still show the similar result
relatively (Setiyadi, 2006:16). Therefore, the instruments can be used to measure
the data in the research if the instruments have a good reliability.To ensure the
reliability of the reading test, interview, and questionnaire, interater reliabilities
applied in this research. The researcher used two raters. Interater reliability is
used to measure the reliability of instruments or tests are good or not.
3.7.2. Validity
A test can be said to be valid if it measured and suitable for the the criteria (Hatch
and Farhady, 1982:250). It means that the test or instrument which is used in the
26
research can be said valid if the instrument measures the object to be measured
and suitable with the criteria which is used in the research.
Setiyadi (2006:22) state that the instruments or tests are not valid if the
instruments do not measure the object to be measured. He says that in the research
of the foreign language learning, there are four types of validity of instruments or
tests: face validity, predictive validity, content validity, and construct validity.
The face validity focuses on the layout or appearance of the test. Predictive
validity is interrelated with the prediction the phenomena that will happen. For
this research, the researcher used content validity to measure the validity of
instruments or tests are good or not. The types used in this research is content
validity. This validity concerns with the content details of the instruments. This
validity analysis would analyze all the content of the instruments or tests whether
the content of the instruments represents the material that will be measured by the
instruments.
According Davenport (2007: 61) as quoted by Dewi (2013), common types of
question found in reading comprehension are included as follow:
1.
Identifying main idea, main point, author purpose or an alternate title for the
passage.
2.
Recognizing the tone of the passage or identifying the style.
3.
Comprehending information directly stated in the passage (finding supporting
detail).
4.
Answering relational questions about the author’s opinion, even if not stated
directly.
27
5.
Recognizing the structural methodology employed to develop the passage, for
example sequence, vocabulary, and represent pronoun (reference).
6.
Extending limited information given by h