The Use of the GIST Strategy Towards Students’ Reading Comprehension (Classroom Action Research at the Eight Year Students of MTs AswajaTengaran in the Academic Year of 2015/2016) - Test Repository

  

THE USE OF GENERATING INTERACTIONS

BETWEEN SCHEMATA AND TEXT (GIST)

STRATEGY TOWARDS STUDENTS’ READING

COMPREHENSION

  (A Classroom Action Research at the Eighth Grade Students of Mts Aswaja

  

Tengaran in the Academic Year of 2015/ 2016)

A Graduating Paper

  

Submitted to the Board of Examiners as a Partial Fullfilment Of the

Requirements for the Degree of Sarjana Pendidikan Islam (S. Pd. I) in

English Education Department of Teacher Training and Education Faculty

of State Institute for Islamic Studies (IAIN) of Salatiga

  

By:

LAILATUL MUNTAFI’AH

113 11 076

  

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF

SALATIGA

  

2016

  MOTTO

"Pendidikan merupakan perlengkapan paling baik untuk

hari tua."

  _Aristoteles_ “

  The act of reading will enrich your life.Become a lifelong learner and a reader.”

  

DEDICATION

This Graduating Paper issincerely dedicated to:

• Allah SWT
• Muhammad>My beloved mother and father
• My dearest Sister and her Husband

  ACKNOWLEDGEMENT Assalamu’alaikum Wr. Wb.

  Alhamdulillahirrabbil’alamin, firstly, the writer said as praise and

  thanks to Allah SWT, the most gracious and merciful, with His blessing, finally the writer could finish this graduating paper. Secondly, peace and salutation always be given to our Prophet Muhammad SAW, the last messenger of Allah who has guided us from the darkness into the lightness.

  The writer could complete this thesis entitled “ THE USE OF

  GENERATING INTERACTIONS BETWEEN SCHEMATA AND TEXT (GIST)

  STRATEGY TOWARDS STUDENTS’ READING COMPREHENSION (A Classroom Action Research at the EighthGrade Students of MTS Aswaja Tengaran In the Academic years of 2015/2016)”

  

as one of the requirements for getting the Degree of Educational Islamic

Studies (S.Pd.I) in English Department of Teacher Training and Education

Faculty of IAIN Salatiga. By doing everything, all complicated things easier to

do.

  However, this success would not be achieved without those support, guidance, advice, help, and encouragement from individual and institution.

  So, it is an appropriate moment for the writer to deepest gratitude for: 1. Mr. Dr. Rahmat Hariyadi, M. Pd., the Rector of IAIN Salatiga.

  2. Mr. Suwardi, M. Pd., as the Dean of Teacher Training and Education Faculty.

  3. Mrs. Noor Malihah, Ph.D., as the Head of English Education Department.

  4. Mr.

  Ruwandi, S. Pd., M. A., as the writer’s counselor who has educated, support, directed and given the writer countless advices, suggestion, and recomendation from this graduating paper from the begining until the end. Thanks for your patient and guidance.

  5. Mr. Haryo Aji Nugroho, S. Sos., M. A., as the writer’s academic counselor.

  6. All lecturers of English Department. Thanks for the broad knowledge.

  7. All staff of IAIN Salatiga who helped the writer in processing the graduating paper administration.

  8. Mrs. Khabibah, S. Ag. As a Headmaster of MTs Aswaja Tengaran.

  Thanks for gave me permission to conduct my research.

  9. Mr. Hafid Zein Ahmad, S. Pd. I. As an English teacher of MTs Aswaja Tengaran. Thanks for the cooperation and advices.

  10. The big family of MTs Aswaja Tengaran. Thanks a lot.

  11. My beloved father Sunardiand mother Amiroh, who offered their endlesssuppport and constant prayers. This academic journey would never not have been possible without their love, patience, and sacrifices along the way. You are the best parents ever. I can never thank enough for of those. I love you, I really do.

  12. My dearest older sister, the one and only, Siti Sholichah, Thanks for your support, kindness, togetherness and for being my siblings. Your the best. I love you so much.

  13. My brother-in-law, M. Dimyati, thanks for your support brother, it is meaningfull for me.

  14. My Precious niece, Maghfiroh, Aunty really love you dear.

  15. My best friends for life, Bebeb Roisa, Bunda Win, Unnie Ucie’, Lek

  Mun, Bu Fatim. You are like my own sisters guys. Thank you for the

  support, togetherness, kindness, and memories. Hope that our friendship will be everlasting.

16. My partner in crime, “Acil” Ria Puspita Sari. Thanks for being my partner to finish this graduating paper.

  17. My Second Family, friends of PP. Salafiyah Pulutan. Thanks for the kindness and togetherness.

  18. All My Friends of Al Khidmah Kampus Salatiga. Thanks for the togetherness and the kindness. I’ve got the way to make my life be more balance then before.

  19. My Friends in TBI 2011, especially TBI C. We finally got the degree after struggled all this years on this precious education and experiences.

  20. Thanks also to all sides who help me, it is impossible for me to mention one by one here, for the help, suggestion and guidance.

  Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers. The writer is pleased to accept more suggestion and contribution for the improvement of this graduating paper.

  Wassalamu’alaikumWr. Wb.

  th

  Salatiga, 10 March 2016 LAILATUL MUNTAFI’AH

  NIM. 113 11 076

  ABSTRACT

LailatulMuntafi’ah. 2016. “The Use of the GIST Strategy Towards

  Students’ Reading Comprehension (Classroom Action Research at the Eight Year Students of MTs AswajaTengaran in the Academic Year of 2015/2016)”. Under graduateProgram.StateInstitute for Islamic Studies (IAIN) of Salatiga.

  The objectives of the study are to find out that the GIST (Generating Interactions between schemata and text) strategy improves the students’ reading comprehension and to find out the significant improvement on the students’ reading comprehension after being taught by using Generating Interactions between schemata and text (GIST) strategy. In this research, the researcher acted as an observer. There were two cycles in this research, in each cycle comprised of two meetings. The result of this research was the majority of the students’ improved their reading comprehension through the GIST strategy. It can be seen from the mean score of pre-test 55.13 and the mean score of post- test 75.27. The precentage of the pre- test shows that 13.33 % Excellent, 13.33% Good, 13.33% Average, 6.67% Poor, and 53. 33 %Very Poor.And the precentage of the post- test shows that 6.67 % Excellent, 73.33 % Good, 20 % Average, 0 % Poor, and 0 % Very Poor. The final result showed to ≥tt. It means that t-test score is 4.07, it was higher than the t- table score, 2.977. With a significance level of 0.5 %, It proved that there is a significant di fference of the students’ reading comprehension after taught by the GIST strategy.

  Keywords: Reading Comprehension, GIST Strategy.

  

TABLE OF CONTENT

........................................................................................................................ i

  TITLE DECLARATION .................................................................................................... ii ATTENTIVE COUNSELOR NOTES ................................................................... iii STATEMENTOF CERTIFICATION .................................................................... iv MOTTO.................................................................................................................... v DEDICATION ....................................................................................................... vi ACKNOWLEDGMENT ....................................................................................... vii ABSTRACT ............................................................................................................. x TABLEOF CONTENTS ........................................................................................ xi LIST OF TABLES ............................................................................................... xiv LIST OF FIGURES ............................................................................................... xv

  

CHAPTER I: INTRODUCTION ......................................................................... 1

A. Background ofthe Study ................................................................................ 1 B. Problemsof the Study .................................................................................... 4 C. The Objectives of the Study .......................................................................... 4 D. Benefits of the Study ..................................................................................... 4 E. Limitation of the Study ................................................................................. 5 F. Definition of Key Terms ............................................................................... 5 G. Hypothesis ..................................................................................................... 6

  H. Review of Previous Study ............................................................................. 6

  I. Graduating Paper Organization .................................................................... 8

  

CHAPTER II:REVIEW OF LITERATURE ....................................................... 10

A. Nature of Reading ....................................................................................... 10 B. Reading Process .......................................................................................... 13 C. Definition of Reading Comprehension ....................................................... 14 D. Factors Affecting Reading Comprehension ................................................ 17 E. Reading Comprehension Strategies ............................................................ 19 F. Evaluation of Reading ................................................................................. 21 G. Narrative Text ............................................................................................. 24 H. Definition of the GIST Strategy .................................................................. 27

CHAPTER III: RESEARCH REPORT ............................................................ 31

A. Research Setting .......................................................................................... 31

  1. Place of the Research .............................................................................. 31

  2. Subject of the Research ........................................................................... 31

  3. The General Information about MTs Aswaja Tengaran ......................... 31

  B. Research Methodology................................................................................ 32

  1. Type of Research ..................................................................................... 32

  2. Technique of Collecting Data .................................................................. 35

  3. Research Instrument...................................................................................37

  4. Evaluation Criteria .................................................................................. 38

  5. Technique of Analysis Data .................................................................... 42 CHAPTER IV: RESEACH FINDINGS .................................................................

  45 A. Description of Research Schedule .............................................................. 45

  B. Data Analysis .............................................................................................. 46

  C. Field Notes .................................................................................................. 53

  1. Cycle I ..................................................................................................... 53

  2. Cycle II .................................................................................................... 60

  D. Discussion ................................................................................................... 65 ......................................

  67 CHAPTER V: CONCLUSION AND SUGGESTIONS

  A. CONCLUSION ........................................................................................... 67

  B. SUGGESTIONS ......................................................................................... 68

  

REFERENCES ..................................................................................................... 70

APPENDICES ...................................................................................................... 72

  

LIST OF TABLES

Table 2.1: Scoring Rubric .............................................................................................

  2

  3 Table 3.5: Students score ............................................................................. 42

  ’s Criteria Table 4.1:The Time Setting of the Research .............................................................. 45 Table 4.2:The ...................................................................... 47

  Students’ Pre- test Score Table 4.3: ......................................................... 48

  The Students’ rate of Pre- test Score Table 4.4: ................................................................... 49

  The Students’ Post- test Score Table 4.5: ....................................................... 50

  The Students’ rate of Post- test Score Table 4.6: The Resultof the .................................

  51 Students’ Pre- test and Post- test

  

LIST OF FIGURE

Figure 3.1: Classroom Action Research Cycle ..........................................................

  35

  

CHAPTER I

INTRODUCTION Chapter I is the introduction for the research. Here would be

  present and discuss about the background of the study, the problem of the study, the objective of the study, benefits of the study, limitation of the research, definiyion of key term, hypothesis of the study, related of the previews research and the graduating paper organization.

A. Background of the Study Reading is a complex process both on its teaching and learning.

  Reading is one of the language skills which is important for academic success. Reading is the process of reconstructing the writer’s idea written in a text or printed symbols based on the reader’s background knowledge and experience. According to Mahmoud (1992:102), Reading is the ability to comprehend, not simply to recognize letters, forms, and symbols. Without comprehension, reading may prove to be almost useless.

  In the process of comprehension, the students may have comprehension difficulty or retention difficulty. Comprehension difficulty according to Nathan and Lee as quoted by Ayu (2012) can be detected through the signs such as confusion about the meaning of words and sentences, inability to connect ideas in a passage, difficulty distinguishing significant information from minor details, and lack of concentration during reading.

  The difficulties above also faced by the eight students of MTS Aswaja Tengaran. Based on the writer Pre- Observation has been held on

  th

  10 November 2015 with Mr. Hafidz Zein Ahmad as an English teacher at MTS Aswaja Tengaran, the writer found that the students have many problems in reading comprehension. Those problems come from the teacher and the students itself. Problems those come from the teacher is the method or strategy used in teaching reading comprehension. The teacher use reading aloud and translation method. The teacher ordered students to read the text loudly then tranlsate it to indonesian language and then they have to memorize it and present infront of the class in the other day. This methods make students bored in reading the text.

  Furthermore, those problems come from the students are the first, they can not read the text aloud with correct pronounciation. Second, they can not comprehend the text, they can not identify the main idea, supporting detail, and factual informatin from the text or passage. This condition give an affect to the students’ score in English. Third, English is not their language acquisition so they have not accustomed to read English text and they are lack of vocabulary. It is affect their interest in reading the text and they are lazy to read it. The last is their ability in Englis is under the average of other students in other school.

  Mr. Hafidz said that as long as he tought English in MTS Aswaja Tengaran, He used the reading aloud, translation and monolog methods.

  And from year to year, the result is far from what he has expected. He has not found yet the methods or strategy that appropriate to teach their students in English lesson. The writer offer a several methods and strategy to the teacher to be used in teaching reading. Finally, the teacher choose a GIST strategy to teach reading comprehension.

  The reasons why the writer choose this title is the writer want to help students comprehend in reading text. Hopefully, by this strategy the students can improve their ability in summarizing text and comprehend overall the text content.

  Cunningham (1982), stated that a GIST (Generating Interactions between Schemata and Text) is a summarizing strategy used to assist students’ comprehension and summary writing skills. Students use higher- order thinking skills to analyze and synthesize what they have read. The summary is usually limited to no more than fifteen words; therefore, the students must analyze ways to delete non-essential information and use their own words to summarize the main idea or “the gist” of the selection. Summarizing requires students to determine what is important in what they are reading, to condense this information, and to put it into their own words.

  Therefore, the writer is interested in conducting the research entitled “

  

THE USE OF THE GIST STRATEGY TOWARDS STUDENTS’

READING COMPREHENSION (A Classroom Action Research to the

Eighth Students of MTs Aswaja Tengaran in the Academic years of 2015/

2016)

  B. Problems of the Study

  1. Can the GIST(Generating Interactions Between Schemata and Text) strategy be used to improve students’ reading comprehension?

  2. Can the GIST(Generating Interactions Between Schemata and Text) strategy be used to significantly improve students’ reading comprehension?

  3. How is the implementation of the GIST(Generating Interactions Between

  Schemata and Text ) strategy to improve the

  students’ reading comprehension?

  C. The Objectives of the Study

  1. To find out that the GIST (Generating Interactions between schemata

and text ) strategy improves the students’ reading comprehension.

  2. To find out the significant improvement on the students’ reading comprehension after being taught by using the GIST (Generating Interactions between schemata and text ) strategy.

3. To describe the implementation of generating interactions between schemata and text (gist) to improve the students’ reading comprehension.

D. Benefits of the Study

  This research will be beneficial as a follow:

  1. Theoritical advantages are:

  a. The result of research can be used as the reference for those who want to conduct a research in English teaching to build students’ reading comprehension. b. Research is used for teacher in teaching English

  2. Practical advantages are: a.

  Students’ reading comprehension will be better than before by understanding the GIST strategy.

  b. The teacher will be able to do the action research in his class and it can help him to solve the class’ problem.

  3. Contribution of this study are:

  a. The teacher can apply this strategy in the next teaching and learning process.

  b. This strategy can motivate students in learning English. So, their skill can be improved.

  E. Limitation of the Research

  In order to make focus in this research, the writer limit the study as folllow:

  1. The research is limited in the use of the GIST strategy.

  2. The research is limited in reading comprehension on Narrative text.

  3. The research is carried out to the eight grade students of Mts Aswaja Tengaran in the academic year of 2015/ 2016.

  F. Definition of Key Terms

  The writer would like to explain about the meaning of Key Terms in the title to make this research understandable. They are as follow:

  1. The GIST (Generating Interactions between schemata and text) strategy.

  According to Cunningham (1982) GIST is an acronym for

  Generating Interactions between Schemata and Texts . It is summarising strategy. Effective summarising leads to an increase in student learning.

  Summarising requires students to focus on the main ideas of a text and to decide what is important without omitting key ideas. The ability to summarise has significant benefits for comprehending and ultimately retaining and recalling information. Teaching students summarising strategies, like ‘Get the Gist’, helps them learn to synthesise information, a higherorder thinking skill which includes analysing information and identifying key concepts.

  2. Reading Comprehension According to Dechant (1982: 312) comprehension is a thinking process; it is thinking through reading. As such, it is dependent upon the learners’ basic cognitive and intellectual skills; upon their background of experience ( vocabulary, knowledge, concepts and ideas); an dupon their language skills (knowledge of morphology, syntax and grammars).

G. Hypothesis of the Study

  Based on the background of the study and the statement of the problem the hypothesis of this study stated that generating interactions between schemata and text (gist) strategy can significantly improve reading comprehension of the eight grade students of MTs Aswaja Tengaran in the academic year of 2015/2016.

H. Review of Previous Research

  In this research, the researcher takes review of related study from the other resarcher as a comparison. The first review was conducted by Muhammad Fajar Junanto, a student of State Institue for Islamic Studies (IAIN) Tulungagung. His research title is :

  ” THE EFFECTIVENESS OF GENERATING INTERACTION BETWEEN SCHEMATA AND TEXT (GIST) STRATEGY ON READING DESCRIPTIVE TEXT COMPREHENSION ABILITY OF THE SEVENTH GRADE STUDENTS AT MTS AL HUDA KEDUNGWARU” The result showed that there was a significant different

  between the result of the pre-test and post-test score. The mean score of the post-test was higher (80.80) than pre-test (70.16). The t-test value was higher than the value of t-table (3.970 > 1.711). And it could be concluded that the GIST strategy was effective used in teaching reading descriptive text comprehension.

  The second review was conducted by Ayu Dian Puspayani S. Putri, a student of Ganesha University of Education Singaraja. Her thesis title is “

  THE EFFECT OF ‘GIST’ AND LEARNING STYLE TOWARD READING COMPREHENSION OF XI STUDENTS AT SMA DWIJENDRA BUALU IN THE ACADEMIC YEAR 2011/2012” The result showed that Based on the

  result of analysis in this study, it was found that GIST made a better achievement in reading comprehension than conventional reading t echnique. When the students’ learning style was considered, it was found that there was any significant difference in students’ reading comprehension the students who were taught by GIST and Conventional Reading Technique. This study proved that there were any significant differences in students’ reading comprehension between the students according to the variables of learning style.

  From the previous researches above, the writer is pretty sure that this research is different. Although the writer use the same strategy but the writer take an other text, that is Narrative text and also the participants of this research is from other school.

I. Graduating Paper Organization

  In this section, the researcher would like to discuss some term in

  chapter I into chapter V. This research is sistematically arranged as follows: Chapter I is Introduction. This chapter consist of Background of the study, the problem of the study, the objective of the study, the benefit of the study, limitation of the research, the definition of key term, hypothesis of the study, methodology of the research, review of previous research, and the graduating paper organization.

  Chapter II is Research Theories. this chapter consist of the nature of reading, the reading process, definition of reading comprehension, factors affecting reading comprehension, reading comprehension strategies, evaluation of reading, the gist strategy, and theoritical framework..

  Chapter III is Research Report. This chapter consist of research setting, the place of the research, the subject of the research, the general information of Mts Aswaja, Research methodology, the type of research, technique of colecting data, research instrument, evaluation criteria, and technique of analysis data.

  Chapter IV is Data Analysis. This chapter consist of Description of research setting, description of research conduct, data analysis, pre- test, post- test, field notes of cycle I, and cycle II.

  Chapter V is Closure. This chapter consist of conclusion and suggestion. And for the last part of this graduating paper is References and Appendices.

  CHAPTER II REVIEW OF LITERATURE Chapter II is the review of the related research theories. This chapter

  describes theories relevant toward research, theori descripstion, they are: The nature of reading, the reading process, definition of reading comprehension, factors affecting reading comprehension, reading comprehension strategies, narrative text, and the gist strategy.

   Nature of Reading A.

  There are many theories occures that dealing with reading itself. According to Smith (1982: 2) Reading is a matter of making sense of written language rather than of decoding print to sound. It means that it called reading if the reader is understand or catch the purrpose about what has been read, not only voiced it loudly and does not get the purpose. But the traditional belief that reading is a matter of “decoding” the letters of written words into the sounds of speech.

  In the other hand, Urquhart and Weir said that reading is the process of receiving and interpreting information encoded in language form via the medium of print (William, 2009: 14). Heilman, Blair & Rupley (1981:4) stated that most of authorities were agree that reading is an active and ongoing process that is affected directly by an individual’s interaction with his environment. It was different with Nunan (2003:68) stament, He said that Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. In addition, Smith in Fauziati (2002:139) defines reading more pragmatically as an understanding a message conveyed by the writer through visual and non-visual information.

  Some people reading with different purposes. Mahmoud (1992:103) stated that there are five main purposes for comprehensive reading:

   Reading for Specific Information: Reading for specific 1.

  information is a common form of reading used to discover specific or limited information. It is reading at an elementary level through the recognition of simple symbols, words, and sentences. Reading faor this purpose involves looking for specific information and finding it quickly.

2. Reading for Application: Reading for applicattion is used to

  accomplish a special task. This type of reading may consist of reading a cake recipe or following instruction to make or fix something.

   Reading for Pleasure and Entertainment: Individuals read 3.

  for many pleasureable reasons. This includes reading popular magazines, newspaper, novels, and other similiar materials. It is slower form of reading, which allows the reader to envision the scenery and contemplate the background and characters with enjoyment and appreciation. This form of reading calls for the total involvement of the reader.

   Reading for Ideas: This type of reading requires paying 4.

  special attention to main ideas and concepts and the nature of the presented information. The reader skims through major topics, headings, illustrations, and conclusions in order to obtain a general idea of the content. Reading for ideas is enhanced through familiarity with the overall field of study, related topics, facts, and discussions.

5. Reading for Understanding: Reading for understanding

  requires comprehension of the relationship between the information introduced and overall knowledge of the subject. It requires understanding the relationship of topics to sentences, paragraphs, and the main idea. The reader must observe the assosiations between facts, data, and another details.

B. Reading Process

  Understanding the process of reading has been the focus of much research over the past 125 years. Goodman (1976) and Stanovic (1980) in Nunan (2003:70) stated that models of how the printed word is understood have emerged from this research. The models are divided into three categories: bottom-up models, top-down models, and interactive models.

  1. Bottom- up

  This models tipically consist of lower-level reading process. Students start with the fundamental basics of letter and sound recognition, word recognition, identification of grammatical structures, sentences and longer text. And finally meaning is the order in achieving comprehension. In the bottom- up approach, all reading material is carefully reviewed so that the students are not exposed to vocabulary that is to difficult or that contains sounds that they have not yet been introduced to.

  2. Top- down This models is begin with the idea that comprehension resides in the reader. The reader use the background knowledge, makes predictions, and searches the text to confirm or reject the prediction that are made. In the top- down approach, the teacher should focus on meaning generating activities rather than on mastery of word recognition.

  3. Interactive This models are accepted as the most comprehensive description of the reading process. This type is combines the elements of bottom- up and top- down models. In interacctive approach to reading would include aspects of both intensive and extensive reading.

C. Definition of Reading Comprehension

  There are diffences of opinion how to define comprehension as it refers to reading. According to Dallman, Roger, Lynette & DeBoer

  (1982:159) There is general agreement than by reading with comprehension is meant constructing meaning from what is being perceived in writing. In fact, reading without understanding should not be called reading, for reading necessarily involves comprehending. Also, Smith (1982:15) defined reading comprehension as a matter of ‘making sense’ of text, of relating written language to what we know already and to what we want to know. In other way Wolley 2011 in Junanto (2014:11) defined reading comprehension as the process of making meaning from text. According to Klingner and Geisler 2008 in Horton (2014:7) reading comprehension is a complex process of constructing meaning by coordinating a number of processes, including decoding, word reading, and fluency along with the integration of background knowledge and previous experiences. From those definition above, can be concluded that reading comprehension is the process of understanding and deriving meaning from the text trough several steps.

  According to Mahmoud (1992:102) there are three levels of reading comprehension:

  1. Literal reading is the ability to follow directions and understand exact words, meanings, and character.

  2. Aesthetic reading is the ability to appreciate artistically the style and overall quality of what is being read.

  3. Critical reading consist of making factual distinctions between common ideas, facts, and opinion.

  The writer can conclude that there are three level of reading comprehension. Firts, Literal reading is the ower levels of reading comprehension. In this level, the reader know what the writer try to tell about. He just can not explain it to other. Second, Aesthetic reading is the middle levels of reading comprehension. In this level, the reader can comment about what is being read. In other word, besides understand what is being read, he can appreciate the outside of what is being read. The last, Critical reading is the highest levels of reading comprehension. In this level, the reader not only understand about the whole text but also he can asking about what is being read, give his opinion after read, and also compare it with the real life.

  Mahmoud’s statement was in rythm with Dallman, Roger, Lynette & DeBoer (1982:159) statement. According to them, The level on which comprehension takes place can be classified in a variety of ways. One classification recognizes that comprehension may be on:

  1. The factual level, the reader can Understanding what is actually written on the page.

  2. The interpretative or inferential level, Designates the reader comprehends the meaning that is not expressed ‘ in so many words’ but can be implied or inferred

  3. The evaluative or critical level, the reader evaluates What he reads through mental activities such as judging the authenticity of the material in terms of the qualifications of the authhor, and predicting outcomes.

  Tankersley 2003 in Junanto (2014 : 10) stated that making connection is the key to comprehension. We do not comprehend unless we can make connections and are able to process the words that we read at the thinking level. Comprehension needs three elements, they are: a) The reader who is doing the comprehending

  b) The text that is to be comprehended `

  c) The activity in which comprehension is a part

D. Factors Affecting Reading Comprehension

  There are many factors that affect comprehension according to Dallmann, Rouch, Char, & DeBoer (1982: 165). here as follows:

  a. Difficulty of material One of the major factor causes of lack of comprehension is that the teachers expect them to read materials beyond their level.

  b. Intelligence A child’s ability to comprehend in reading as sometimes limited by the conceptual “load” that his mental ability enables him to carry. All the mechanical reading skills in the world will not able him to read materials involving abstractions beyond the level of his mental development. While we should never unde restimate a child’s power, we should adjust the task to their capabilities. c. Environment Noisy surroundings, inadequate lighting, high or low temperatures, stimulating or distracting surroundings may interfere with maximum comprehension. The extent to which the environment affects comprehension varies with individuals. The same person may at one time not to be bothered by factors that other times decidedly decrease his comprehension.

  d. Emphasize on word recognition Methods of teaching that concentrate on the recognition of individual words but neglect attention to meanings that can be derived from connected discourse may account for deficiencies in comprehension.

  e. Emphasize on oral reading Oral reading can have either a desirable or a detrimental effect on comprehension. At times oral reading of a selection that is particular difficult for the reader may increase his understanding of it, since them then not only sees but also hears what he reads.

  f. Background for reading a selection A frequent cause of poor comprehension is lack of an experience background essential to the understanding of what is being read. Lack of knowledge of the words used and of understanding of the concepts involved are limitations to comprehension.

  g. Adjustment of reading techniques to purpose and type of material Effective reading requires a flexible approach to the printed page.

  There should be versatility in adapting the reading method to the reading purpose and to the nature of the material being read.

   Reading Comprehension Strategies E.

  Generally, students who naturally learning with strategies are more succesfull in school than whose do not. It is important to model the use of effective strategies in the classroom so that the students are able to apply it correctly.

  The research sugggest an active comprehension before, during and after reading. Before reading, the students may define their goals for redaing and consider what they already know about the topics and the structure of the text. During reading, they makes connections among main ideas, and try to resolve any comprehension difficulties that arise. After reading, they may re-read it, skim the passage and summarize it, or take a note.

  A good reader according to Rice (2009) in Junanto (2014:14) often continue to reflect on the meaning of the text long after they have read it and a good reader use a strategies flexibly depending on the type of text they are reading and the purpose of read it.

  There are many strategies for reading comprehension. They are monitoring comprehension, cooperative learning, graphic organizers, story structures, answering and generating questions, summarizing and multiple strategies.

  1. Monitoring Comprehension: this includes a variety of

  instructional techniques for helping students learn to gauge how well they understand a passage and to apply strategies for correcting comprehension problems.

  2. Cooperative Learning: cooperative or collaborative learning

  can be considered both a strategy and a social organization that fosters learning.

   Graphic Organizers: across many studies, graphic organizers 3.

  have proven to be useful in helping students visualize relationships among structural elements in a text. Graphic organizers are known by a number of names, including story maps, concept maps, or semantic organizers.

  4. Story Structure: these strategies have typically involved

  training children to ask themselves questions about the basic components of stories as they read: characters, setting, goals of the characters, action taken, and outcome (Rice, 2009: 4).

  5. Answering and Generating Questions: according Rice (2009:

  4) that many studies of strategy instruction have focused on teaching children strategies for answering questions or generating questions of their own before, during, or after reading. Questions help students actively engage with a text, check their comprehension, and construct memory represntations.

   Summarizing: Summarizing involves identifying the main 6.

  idea in a paragraph or composing a concise statement of the central concepts from a longer passage, either orally or in writing. Summarizing is a complex activity that involves paraphrasing and reorganizing text information. As a strategy performed either during or after reading, summarizing helps students or readers to focus on main ideas or other key skill concepts that have been taught and to disregard less relevant ones.

   Multiple Strategies: this strategy involved a combination of 7.

  two or more of the above techniques. Palinncar and Brown states that many approaches to multiple strategy instruction such as “reciprocal teaching” include cooperative learning or peer tutoring (Rice, 2009: 5).

  From many strategies above, the teacher could choose good strategy to be used in teaching and learning process. The students or readers need a good strategy to improve their reading ability.

   Evaluation of Reading F.

  According to Orstein and Hunskins, Evaluation is a process that we carry out to obtain data to determine wether to make changes, to make modifications, eliminations, and/ or accept something in the curriculum (in Ferda Tunҫ 2010: 2). In the other hand, Evaluation is the process of analysing, reflecting upon, and summarising assessment information, and making judgements and/or decisions based on the information collected.

  

  Foundation for the Atlantic Canada English Language Arts Curriculum defined assessment and evaluation as a follow:

  “Assessment and evaluation are essential components of teaching and learning in English language arts. Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs. The quality of the assessment and evaluation in the educational process has a profound and well-established link to student performance. Research consistently shows that regular monitoring and feedback are essential to improving student learning. What is assessed and evaluated, how it is assessed and evaluated, and how results are communicated results send clear messages to students and others about what is really valued what is worth learning, how it should be learned, what elements of quality are most important, and how well students are expected to perform.”

  

  

  From the statement above, it as clearly explained that assessment and evaluation are needed to know how far the students have learned, is the teaching and learning process has been effective or how to convey the students needs in a best way. In other word, assessment and evaluation are ann important things in teaching and learning. The teacher coud find which is wrong or not appropriate with the students’ needs, so the teacher could fix it or make it better in the future.