THE EFFECT OF USING SUMMARIZING STRATEGY OF INTERMEDIATE EFL LEARNERS IN READING COMPREHENSION (Case Study of MAN 2 Semarang in the Academic Year 20172018) Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of
TITILE
THE EFFECT OF USING SUMMARIZING STRATEGY
OF INTERMEDIATE EFL LEARNERS
IN READING COMPREHENSION
(Case Study of MAN 2 Semarang in the Academic Year
2017/2018)
Submitted to the Board of Examiners as a partial fulfillment of
the requirements for the degree of SarjanaPendidikan (S.Pd.)
English Education Department of Teacher Training and
Education Faculty State Institute for Islamic Studies (IAIN)
Salatiga
By:
Murniyati
NIM. 11313050
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
MINISTRY OF RELIGIOUS AFFAIRS
JalanLingkar Salatiga KM.2 Telepon(0298) 6031364KodePos 50716Salatiga Website: http://tarbiyah.iainsalatiga.ac.id e-mail: [email protected] ATTENTIVE COUN SELOR NO TE
Salatiga, March 21
rd
2018
Sari Famularsih, S.Pd.I., M.A
The Lecturer of Education Faculty State Institute of Islamic Studies Salatiga ATTENTIVE COUNSELOR NOTE Case : Murniyati
Dear, Dean of Teacher Training and Education Faculty Assalamu’alaikum, Wr.Wb.
After reading and correcting Murniyati‟s graduating paper entitled
“The Effect of Using Summarizing Strategy of Intermediate EFL Learners’ in Reading
Comprehension (Case Study of MAN 2 Semarang in the Academic Year
2017/2018)”, I have decided and would like to propose that this paper can be
accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible.
Wassalamu’alaikum, Wr.Wb.
MINISTRY OF RELIGIOUS AFFAIRS
JalanLingkar Salatiga KM.2 Telepon(0298) 6031364KodePos 50716Salatiga Website: http://tarbiyah.iainsalatiga.ac.id e-mail: [email protected]
STATEMEN T OF CE RTIFICA TION
A GRADUATING PAPER
THE EFFECT OF USING SUMMARIZING STRATEGY OF
INTERMEDIATE EFL LEARNERS’ IN READING COMPREHENSION
(Case Study of MAN 2 Semarang in the Academic Year 2017/2018)
AT IAIN SALATIGA
Written by
MURNIYATI
NIM: 11313050
Has been brought to the Board of Examiners of English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga, on Thursday April 5 2018, and hereby considered to have completed the requirements for the degree of SarjanaPendidikan (S.Pd).
Board of Examiners, Head : Noor Malihah, Ph.D _____________ Secretary : DR. Setia Rini, M.Pd _____________
st
1 Examiner :DR. H. _____________ Sa‟adi M.Ag
nd
2 Examiner : Hanung Triyoko, M.Hum, M.Ed _____________
DECLARATION
In the name of Allah, the Most Gracious, the Most Merciful
Hereby, the researcher declares that this graduating paper is composed by the researcher herself. This paper does not contain any materials including ideas, informations, opinions, and quotations from other people, except the information from the references.
This declaration is made by the researcher in hope that this declaration can be understood.
st
Salatiga, March 21 2018 The Researcher
Murniyati
113 13 050
MOTTO
“Tell me and I Forget. Teach me and I remember. Involve
me and I learn”
-Benjamin Franklin-
هيىمؤم متىك نا نىلعلاا متواواىوزحتلاواىىهتلاو
“So do not weaken and not grieve, and you will be
superior if you are (true) believers.”
–Qur‟an 3:139–
DEDICATION
This graduating paper is preciously dedicated to : 1.
Allah SWT. Who gives me guidance and strength in my life, especially to finish my graduating paper.
2. My mother and father who guide me everything with love and knowledge.
Thank you for everything that you do to me.
3. My brother Mulyadi, my sister Lilis Aningsih, my nephew Sofyan Gilang Perdana and all of my big family that cannot be mentioned one by one.
ACKNOWLEDGEMENT
Alhamdulillah, Subhanallah . Praise to God the Merciful and Charitable,because of God is guidance, blessing, and affection, the researcher can finish this graduating paper. In this occasion, the researcher also would like to express sincere gratitude to: 1.
Dr. H. Rahmat Haryadi, M.Pd. as a Rector of Institute for State Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd. as a Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph.D, as the Head of English Education Department State Institute for Islamic Studies (IAIN) Salatiga, thanks for approving my graduating paper.
4. Sari Famularsih, M.A as my conselor, thanks for her help, corrections, and motivation in process of finishing this graduating paper.
5. All of the Lecturers of English Department who give knowledge during the writers study time in English Education Department State Institute for Islamic Studies (IAIN) Salatiga.
6. My best friend at „LPM DinamikA LDK Fathir Ar Rashid and KAMMI‟, thank you for everything we have done together. Let ‟s remember the first time we met.
7. My best friend Nurul Faridah, Annisa Septiana, who always support me to be a better person. Thanks to your advice and support in my life.
8. Ibu Noviati Jamela, the English teacher of MAN 2 Semarang, thanks for her time, help and motivation during my research.
9. The students of XII MAN 2 Semarang, thanks to your help, time and nice participation during my research.
10. All my friends at English Department that I can not mention one by one.
st
Salatiga, March 21 2018 The Researcher
Murniyati
113 13 050
ABSTRACT
Murniyati. 2018. “The Effect of Using Summarizing Strategy of Intermediate EFL Learners in Reading Comprehension (Case Study of MAN 2 Semarang in the Academic Year 2017/2018)”. A graduating Paper. Educational Faculty English Department State Intitute of Islamic Studies (IAIN). Consultant: Sari Famularsih S.PdI M.A.
Keywords: Summarizing Strategy, Reading Comprehension, EFL Learners
This research aims to find the effect of using summarizing strategy in literal reading comprehension. This research has two objectives, they are 1) To find the effect of summarizing strategy of Intermediate EFL Learners‟ in Reading Comprehension. 2) To analyze the significant effect of summarizing strategy of Intermediate EFL Learners‟ in Reading Comprehension.
This research was conducted at MAN 2 Semarang in the Academic Year 2017/2018 especially in twelfth grades students of intermediate English Foreign Language. This research was qualitative research. This research population comprised all students of MAN 2 Semarang . The sample was selected by quota sampling. The data were collected by using 1) observation 2) achievement test 3) a questioner and documentation.
The results of the study are as follows 1) summarizing strategy has good effect for students in comprehend of the text. 2)Summarizing strategy indicated there is a significant effect between students who are helped in reading comprehension and students who are not helped in reading comprehension by using summarizing strategy.
TABLE OF CONTENTS
LIST OF TABLES Table 2.1 The Procedure How to Write A Summary ...........................................
14 Table 3.1 Time of the Study .................................................................................
25 Table 3.2 Table of subject of the research ...........................................................
26 Table 3.3 Writing rubric by Sarra Chusing Weigle (2002:16) .............................
31 Table 3.4 The level of Mastery of Summary Based of Haris (1969:134) ...........
37 Table 4.1 Score of Summary ................................................................................
38 Table 4.2 Students Achievement Score ...............................................................
40 Table 4.3 Result of Questioner .............................................................................
41 Table 4.5 level of mastery based on Haris (1969:134) ........................................
44
LIST OF CHART
Chart 4.1 Percentage of Students‟ Summary Score ............................................. 45 Chart 4.2 Percentage of Student‟ score ............................................................... 51 Chart 4.3 The Result of Questioner ....................................................................
52
CHAPTER I INTRODUCTION A. Background of Study Indonesia is not being the primary language or the secondary English
language. According to Nasei, Assadi & Zoghi (2013:74), the English language is an international language and people in different areas of expertise need to be proficient in this language. Therefore, it is make Indonesia has some difficulties and problem in learning English language, especially in reading. Whereas, reading in literature is important to students to get information and mastering material. Nasei, Assadi & Zoghi (2013:74) added mentions, learning to read in English is a great challenge for EFL learners, especially when it is for academic purposes.
They argument is students' academic success depends on well-developed reading comprehension ability. Students in non-English countries, have English only in the classroom, for this reason learners need to have both good language proficiency and strong cognitive skills in strategic thinking and learning.
Reading is not only to read but also read to get comprehend what they read. Reading is process of finding meaning in written symbol, character and to interpret and analyzing the texts Lynn & William: (2004:13). Dalmann, Rouch, Char and Debour (1978:33) said that, when the reader is began to read about unfamiliar subject or one t hat doesn‟t interest. It could be them stumble a long and misunderstand concept (Lynn & William: 2004:13). Consider by Deboer &
Dalmann (1960:19), reading to involve the comprehension and perception of ideas symbolized by the author. It can be concluding that reading comprehension is to build perception concept to understand the meaning of the text from the author. Reading is also process of securing meaning. According to researcher that
summarizing strategy is one of all solutions to help students in reading
comprehension. It is the rewrite of the main ideas of the text in as few words as possible. Therefore, students will be easier in understanding the text reading.
When they retell what they read before, they will be easier with their own language.
The researcher assumes that summarizing is kind of reading strategy would be an effective to help students to construct and retain a succinct summary of important proposition from reading. Based on Suwanto (2014:1) survey conducted in his several schools, found there are some students who cannot understand very well what they have read. The condition explains that there are some students who still low reading ability. From the researcher‟s observation has the same case, on the Madrasah Aliyah Negeri (MAN) 2 Semarang showed that many students didn‟t understands what they read. Majority of all them it can‟t retell about what they read. They reason the text is long text, so it to make difficult for getting point.
Regarding Pazakdian, Rasekh (2012:118), some might suppose that summarization as a kind of reading strategies would be an effective strategy to smooth the progress of the cognitive process of comprehension. It can be said that summarization is an effective learning strategy that can help students to construct and retain a succinct summary of important propositions from text. According to Naseri, Assaadi & Zoghi (2013:78), summarizing is a strategy to help to understand what is being read and is an activity that requires students to comprehend, analyze and synthesize ideas. He said that it is an important skill for readers of all levels, even those at college and beyond. A summary therefore, is a shorten version of an original text, stating the main ideas.
The analysis from Khoshima & Tiyar (2014:135), said that the processes of summarization focuses attention on the major points of the texts and provides the reader with a conceptual framework that accelerates both memory and comprehension. Their arguments that summarization is based on Strategy Intervention M odel (SIM) which considers students‟ difficulties by instructing them how to utilize strategies. Their pursuant, knowing how to learn through instruction in summarizing strategy is the main focus of the SIM strategy. The researched from Naseri, Assaadi & Zoghi (2013:78) is said that the proposed study showed that comprehension strategies such as summarizing could be considered as an effective method for teaching and learning of reading skill. Its mean that the strategy is have effect to reading comprehension.
The results of Khathayut & Karavi (2011:10) research is showed that training the students with the use of summarizing techniques to high school students had positive effects
- – this made students have awareness of using summarizing to improve reading comprehension. Most students on their research were able to find the main ideas, and they tried to paraphrase sentences from the original texts. The subjects in experimental group used much less plagiarism in their summaries.
Based on the background of the study the researcher takes the title “THE EFFECT OF USING SUMMARIZING STRATEGY OF INTERMEDIATE EFL LEARNERS‟ IN READING COMPRENHENSION (Case study MAN 2 Semarang in the Academic Year 2017/2018)” B.
Problem of the Study Based on the phenomenon above, the researcher uses qualitative research.
It is as the way to know the effect students‟ reading comprehension especially by using Summarizing strategy. In order to give the answer, the problems that will be discussed in this research are: 1.
How is the effect of using summarizing strategy in Intermediate EFL Learners‟ in Reading Comprehension?
2. What is the significant effect of using summarizing strategy in Intermediate EFL Learners‟ in Reading Comprehension? C.
Objectives of the Study
According to the statement of the problems, the objectives of the research are stated as follows:
1. To find the effect of using summarizing strategy in Intermediate EFL Learners‟ in Reading Comprehension.
2. To analyze the significant effect of using summarizing strategy in Intermediate EFL Learners‟ in Reading Comprehension.
D. Limitation of the Study
In this research the researcher limits the research on teaching of reading comprehension on literal comprehension level by using summarizing strategy of Intermediate English Foreign Language (EFL) Learners case study in MAN 2 Semarang in the academic year 2017/2018.
E. Benefits of the Study
This study is conducted in order to give theoretical and practical benefits, they are:
1. Theoretical benefit
The result of the research expected to inspire others to hold further research. This study gives additional information to the readers; they will know the analysis of the effect summarizing strategy in reading comprehension.
2. Practical benefits
This result of this research is expected to be useful for students and the other researchers.
a.
For the students The result of the research is beneficial for students as reference in learning language related on reading comprehension.
b.
Other researchers This researc h can be useful for Intermediate of EFL Learners‟ who are studying English language on reading skills. Thus, they can use this graduating paper as a reference for their research.
F. Definitions of Key Terms
In order to avoid misunderstanding and make easy in understanding the title of this research, the researcher would like to clarify and explain the terms used in this study as follows: 1.
Effect According to the Free Dictionary (2003) that Effect is something brought about by a cause or agent or result of the activity other. In the research it is mean the result of the experiment. It is result that viewed as the end product of the research of the cause. According to Cambridge Dictionary (2005) it is a verb „meaning influence or cause someone or something to ch ange.‟
2. Summarizing strategy According to Khoshima, Hooshang & Tiyar, Forouzan Rezaeian
(2014:135) in their journal that summarizing Strategies the process of summarization focuses attention on the major points of the texts and provides the reader with a conceptual framework that accelerates both memory and comprehension. It makes students enable to focus on key word and phrases of an assigned text that are worth and remembering. It is to students to teach how to take a large selection of text and reduce it to the main points for more concise understanding. According to English Test Net (2003) it is to present in condensed form; to list the main points in brief and comprehensive manner.
3. Reading Comprehension According to Pakzadian & Rasekh (2012:118) in their journal said that reading Comprehension is reading that it involves a complicated combination of skills in which students utilize their understanding of various element, the how finding main ideas and details and make a distinction between the two.
4. Intermediate Learners According to icaltefl.com, Intermediate Learners level is students who approximate classification of how well the speak English. According to
Learner‟s Dictionary Intermediate Learners is a person who has the knowledge or skill of some who is more advanced than a beginner but not yet an expert.
5. EFL Learners‟
According to Cambridge Dictionary (English Foreign Language) EFL Learner‟s is the teaching of English to students whose first language is not English. It means that EFL Learners whose students are studying English language as Foreign Language.
G. Organization of the Study
Chapter I, the researcher writes the Introduction that contains background of study, problems of the study, objectives of the study, limitation of the study, benefits of the study, definition of the key terms, the organization of the study.
Chapter II describes about the previous studies and theoretical framework. This chapter covers the theories that relate to the study. They are reading comprehension and summarizing strategy. Chapter III researcher presents Methodology, the researcher would like to discuss the research Methodology, general description of MAN 2 Semarang, population, sample, data source, object of the study, method of data collecting and method of data analysis.
Chapter IV presents research findings and discussion. It includes the analysis of the effect of using Summarizing strategy in reading comprehension. Chapter V presents conclusions and suggestions. It contents all of data analysis and gives some suggestions of the problems discussed. The last part is references and appendix.
CHAPTER II LITERATURE REVIEW In this chapter, the theoretical foundation and other relevant information
will be discussed. They are so essential to be the basic theory of summarizing
strategy that will be used to analyze the effect on reading comprehension. Thus,
the researcher would like to discuss about the previous study and theoretical review of definition.
A. Previous Studies
The first previous study is taken from Maryam & Rasekh (2012) study, about exploration the effectiveness of using summarization strategies makes any significant difference in EFL learners' level of comprehending English texts and about examination whether using summarization strategies at undergraduate level affect significantly the performance of male and female students' comprehension of texts. It entitle “The Effects of Using Summarization Strategies on Iranian EFL Learners' Reading Comprehension
”. The data were analyzed descriptively. The data for this study were collected through two comprehension tests and a personal questionnaire from 40 English students who study at one of Payam Noor University branches in Isfahan.The overall findings of the study which enjoys pretest-posttest design indicated that after receiving summarization strategies training participants outperformed in posttest and there was not a significant difference between performance of female and male participants. The study above has differences and similarities with the researcher‟s. The differences are on the place, population and sample, technique of collecting data, technique (model) of the study, and research design. The similarities with the researcher‟s study are on the use of summarizing strategy as instrument.
The second rel ated study is “The effect of summarizing strategy on reading comprehension of Iranian intermediate EFL learners
” (2014). The objective of this study was to exam the effect of summarizing strategy on reading comprehension of Iranian intermediate EFL learners. This research conduct the current study, two groups each consisting of 30 (control) and 31(experimental) students of intermediate level were selected for the purpose of this study based on the placement test. All participants were foreign language learners of English. The homogeneity of their proficiency level was established using a TOEFL proficiency test. The students in intact English language classes were randomly divided into control and experimental groups, with experimental group receiving summarizing strategy for treatment and the control group was not trained on the strategy. The findings of the study indicated that summarizing strategy has a significant effect on learners‟ reading comprehension.
The study has differences than similarities. the differences are on the place, the research design, the objective of the study, the technique of collecting data, and technique (method) of the study. While, the similarities is to exam the effect summarizing strategy in reading comprehension of EFL Learners.
B. Theoretical Review 1. Definition of Summarizing Strategy
Summarizing is conceived of as a challenge for learners, especially for those in English Foreign Language (EFL) and English Second Language ESL setting, because they do not know what to include and what to leave out in their summaries, Friend (2002) in Naseri & Assadi (2013:74).
Summarization is an effective reading strategy that can help students to make a summary of important proposition from text and summarization help students to comprehend knowledge, transferring it to long-term memory because it leads students to reading to understand, to recognize important ideas and to express the information by using their own words Senemoglu (2001: 569) in Naseri & Assadi (2013:74). A summary is a shortened version of the original text, and it contains only the most important points, the main ideas, important details and is structurally similar to the original text.
“Research suggests instruction and practice in summarising not only improves students‟ ability to summarise text, but also their overall comprehension of text content ... ” Duke and Pearson (2002) in Cameron (2009:66) that quoted by Middle Years.
Summarization is an effective learning strategy that can help students to construct and retain a succinct summary of important propositions from text, Pakzadian & Rasekh (2012:118). Summarizing helps the reader in all reading text because the whole goal of any reading is to understand the most important points. Brown, Day and Jones cited in Moghaddam ( 2007) in Khathayut & Karavi (2011:2) stated that summarization involves additional and deliberate processing strategies than what are required in comprehension. Palmer (2003) in Khathayut & Karavi (2011:2) also added that summarizing is based on a learning process, and the perfect comprehension of a text will be a necessary step in order to teach students to condense information in a new piece of discourse.
”summarization is probably the most significant and encompassing of all reading strategies available to the learner for effective studying and comprehension”, discoursed by Cordero-Ponce (2000) in Naseri, Assadi & Zoghi (2013) The process of summarization focuses attention on the major points of the texts and provides the reader with a conceptual framework that accelerates both memory and comprehension. It is the process how gets the information of the text through intended focus on point of view.
According to Kintsch and van Dijk (1978:363-394) in Khathayut & Karavi (2011:2) summarization have model to develop fifteen rules to summary writing. Those are: a.
Write a short version including maintaining the gist of the information, the ideas of the authors of the original texts with different written structure.
b.
Include of all the important information appealing in the source text c. and irrelevant information should be deleted.
d.
Should not have repeated information. e.
Start it by finding the main topic of the summary, the main purpose of the author then start selecting information.
f.
Read the text once and see what the main topic is then reading it again and starting to underline all the important information.
g.
Use the plan techniques to select important information.
h.
Keep texts as short as possible by deletion, combination, and generalization. i.
Do not copy sentences from the original text. j.
An average of 15-20% of the total length of the source text is advisable. k.
Use the only examples when it is really necessary. l.
Avoid the personal comments and opinion. m.
Get rid of extra-textual information. n.
Maintain coherence and cohesion in the summaries. o.
Combine clauses and, p. After understanding the text completely, it can comprehend the different lexical, semantic, and grammar choices.
According to Khathayut & Karavi (2011:4), summarizing is an abridgement expressing the main ideas of a text through reported speech and relating to paraphrasing. It has to be shorter than the original text, contain the main idea of the text, and when necessary, reported speech was obligatorily used. To achieve comprehension in reading, an effective reader should be able to successfully implement such practices as relating the text with his/her own background knowledge, summarizing information, drawing conclusions, and posing questions at the text (McNamara, 2007; Block, Rodgers & Johnson, 2006; Keer &Verhaeghe, 2005; Allen, 2003) in Nasei, Assadi & Zoghi (2013:75).
2. Model the Summarizing Strategy
The researcher take the model of summarizing strategy from Denton, C., Bryan, D., Wexler, J., Reed, D. & Vaughn S. (2007:125), that it is quoted by NSW Government (education). It is chart displaying the procedure for writing a summary.
Table 2. 1 the Procedure How to Write A Summary HOW TO WRITE A SUMMARY
Step 1 List the main ideas for each paragraph in the text.! Step 2 Underline the main idea statements that include the most important ideas from the text! Step 3 Combine any ideas that could go into one sentence! Step 4 Number the ideas in logical order! Step 5 Write the summary in one paragraph! Step 6 Edit the summary!
Source: Denton, C., Bryan, D., Wexler, J., Reed, D. & Vaughn S. (2007:125) NSW Government (education). Retrieved 16.33, October 06, 2016.
There are six steps of the procedure how to write a summary. The first step is listing the main ideas for each paragraph in the passage. Read a main idea statement until the reader have read through them all. The second step is underlining the main idea statements that include the most important ideas from the passage. Look at each main idea statement again and discuss which main ideas to keep, which to leave out, and why. Constantly remind that only the most important information goes in the summary.
The third step is combining any ideas that could go into one sentence. Only those main idea statements that contained the most important information have been selected. „Think aloud‟ as the reader read the statements and identify some that could be combined into a single sentence.
The forth step is numbering the ideas in logical order. Read the main idea statements and decide how to put them in order so they make sense. „Think aloud‟ through the process of ordering the remaining main idea statements.
The fifth step is writing the summary in one paragraph. Once the important statements have been underlined, the ones that go together combined, and all the remaining ideas numbered in an order that makes sense, the summary can be written. The summary should be only one paragraph long. The last step is editing the summary.To edit it is to check for correct capital letters, punctuation, spelling, and, most of all, whether the written summary makes sense. Finally, be sure to read the entire summary to model the process of checking to be sure it makes sense.
3. Summarizing strategy and Writing Achievement
Summarizing is a skill that enhances students‟ writing and comprehension because it requires reprocessing information in a written text or heard in a listening task and requires expressing that information in their own words to reconstruct the meaning in a condensed form, Nia, Khoshsima (2014:266). Therefore, summarize has relationship with writing Achivement. They are added that summarizing can improve comprehension accuracy of written performance. Summarizing, one of the primary writing- to-read strategies in academic settings, offers tremendous opportunities for writing to enhance reading (Kintsch & Van Dijk, 1978; Trites & McGroarty, 2005 in Mokeddem & Houcine, Rabani (2016:1).
Summary have relation with assessing writing. According Ratih Purwati (2016:27) said that in analytical scoring, scripts are rated on several aspects of writing or criteria rather than given a single score. She also said that depending on the purpose of assessment, scripts might be rate on such features as content, organization, cohesion, register, vocabulary, grammar, or mechanics. According to Harris (1968:68 in Ratih Purwati:28) some component in good writing are content, form, grammar, style, and mechanic. The explanation of the component above are: a.
Content The substance of writing the ideas expressed. Writing must convey the main idea or an attentive reader should be able to grapes the writer purpose (Harris, 1968:68 in Ratih Purwati:28 ). b.
Form The organization of the content is writing should logical or associative connection and transition which early express the relationship of the idea described (Harris, 1968:68 in Ratih Purwati:28).
c.
Grammar The employment o grammatical form and syntactic pattern.
Writing should adhere to the rules of grmmar related to the tenses with sequence of time (Haris, 1969:68 in Ratih Purwati:28).
d.
Style The choice of structure of lexical items to give a particular tone or flavor to the writing. Writing should engage its reader through original insight and precise (Haris, 1969:68 in Ratih Purwati:28).
e.
Mechanic The use of graphic convention of language is writing must use a good spelling punctuation, and tidy and clean writing (Haris, 1969:68 in
Ratih Purwati:28). To assess in the research the researcher also used Sarra Chusing Weigle‟s assessing. The explanation of component above are: a.
Content The including of contents are knowledgeable; substantive; through development of thesis; relevant to the assigned topic. b.
Organization The including of organization are fluent expression; ideas clearly stated / supported; succinct; well-organized; logical sequencing; cohesive.
c.
Vocabulary The including of vocabularies are adequate range; occasional errors of word / idiom form, choice, usage but meaning not obscured.
d.
Language Use The including of language use are sophisticated range; effective word; word from mastery; appropriate register.
e.
Mechanics The including of mechanics are demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization, paragraphing.
4. Definition of Reading Comprehension
Reading comprehension is a process that involves the orchestration of the readers‟ prior knowledge about the world and about language, Antoni (2010:41). reading comprehension as the process of concurrently extracting and constructing meaning through interaction and involvement with written language. According to Rahmani & Sadeghi (2011) that it quoted by Mohammadi & Zainol Abidin , reading comprehension is commonly known as an interactive mental process between a reader ‟s linguistic knowledge, knowledge of the world, and knowledge about a given topic.
Hillerich (1983: 126) classifies reading comprehension into three levels: (1) literal comprehension, (2) inferential comprehension, and (3) critical comprehension.
a. Literal comprehension level
It is requires the reader to recall facts that are overtly stated in the text. For examples, it is to recall names, things, and areas. According to Burns, Roe & Ross (1984: 177) that it quoted by Suwanto (2014:2) said that a literal understanding of the reading includes basic ideas, detailed or descriptive, cause and effect, sequence or series of vocabulary and comprehension, sentence meaning and the meaning of the paragraph.
The goal of reading is comprehension students can understand the contents of reading that included capabilities. Heilman, Blair &Rupley (1986: 190) explains that literal comprehension, understanding main ideas and information explicitly (explicit) stated in paragraph. Literal comprehension includes reading to find facts, placing special details, and follow instructions / directions, Robinson & Good (1987: 145-146).
Literal understanding is that there are answers in the text. This is also supported by the Harris & Sipay (1985: 491) as follows: “Literal comprehension question may need to be asked because factual information is the main focus of the reading material (e.g., science materials), and at the time it is necessary to establish whether the child's inability to make an inference is based on his lack of literal comprehension ”.
The idea is literal comprehension questions need to be asked as a matter of factual information so the main focus (as in the matter of knowledge), and is also necessary to prove whether the inability of students in the literal understanding. Therefore, literal understanding is the simplest level of understanding because few readers demanding cognitive abilities.
b. Inferential comprehension level
Allows the reader to suggest relevant additional information based on the text confronted and personal experience. It refers to understanding what an author meant and what was said, developing general conclusions, inferring main idea, sequencing, making judgment, predicting outcomes, etc. interpretative understanding, understanding main ideas and information that is implicitly (implied) stated inparagraph, Heilman, Blair &Rupley (1986: 190). to build understanding and finding information than what is explicitly stated in the text. Finding the main idea, determine implications, apply; task is an example of interpretive understanding. In a critical level, the reader makes decisions/assessment of whether a material is accurate, relevant, including the fact/opinion, Robinson & Good (1987: 145-146).
c. Critical comprehension level
It leads to the making of balanced judgments about the author‟s style and some other aspects of the text. It has to do with evaluating or making judgments in four major areas: central issues, support for those issue, language style, and logic used to arrive at conclusions. Critical comprehension, analysis, evaluation and personally relate to the information set forth in paragraphs, Heilman, Blair &Rupley (1986: 190). In a critical level, the reader makes decisions/assessment of whether a material is accurate, relevant, including the fact/opinion, Robinson & Good (1987: 145-146).
5. Effect of Summarization strategies in Comprehension
Summary writing is a mixture of reading and writing. Writing a summary of a text can help students connect the essence of ideas, process thoughts, rephrasing and restructuring them in their own words, Perin (2002) that it quoted by Pakzadian & Rasekh (2012). Graham and Hebert (2010) investigated the reciprocal relationship between writing and reading to see whether writing activities have an impact on reading activities. It can be concluded that having students write about what they have read simply will improve their reading abilities. summarization can help readers to focus on the essence information and therefore improve comprehension (Anderson & Armbruster, 1984; Pearson & Fielding, 1991) that it quoted by by Pakzadian & Rasekh (2012).
CHAPTER III RESEARCH METHODOLOGY In this chapter, the searcher would like to explain methodology which
is used in this research. It consists of research approach, type of research, research subject, research variable, data collection, research instrument, data analysis and assumption. The purpose of this research is to investigate and describe the effect of using summarizing strategy of intermediate EFL Learners‟ in reading comprehension.
A. Research Approach
In research methodology, there are two kinds of research approach, those are quantitative and qualitative. To scoring of the achievement test , the researcher uses quantitative approach. To analyze of the score, researcher uses qualitative approach. This approach is concerned with subjective assessment of opinions and feeling.
According to Bogdan and Taylor as stated by Moleong(2010:4) in Muna (2015:35), qualitative method is a research method which produces descriptive data in the form of written or oral words of observed people and their behavior. qualitative research was used because the problems of this research needed to be investigated inductively.
According to Hancock (2002:6) “qualitative research is concerned with developing explanations of social phenomena. That is to say, it aims to help us to understand the world in which we live and why things are the way they are”. Qualitative research is concerned with the opinions experiences and feelings of individuals producing subjective data. Qualitative research describes social phenomena as they occur naturally. No attempt is made to manipulate the situation under study as is the case with experimental quantitative research.
`Based on the statement above, the qualitative research is concerned with the opinions, experiences and feelings of individuals producing subjective data. Therefore this research has investigated in deeply.
In this research, the researcher uses case study as the type of research.c according to muna (2015:35) case studies generally aim to provide a holistic description of language learning or use within a specific population and setting. It tends to provide detailed descriptions of specific learners (or sometimes classes) within their setting learning.
“Case study is a research approach. It creates an in- depth description and analysis of a bounded system – one individual, institution, or educational context. By concentrating on a single (or few) case(s), this approach can describe a particular learning or teaching process or research
setting in great detail. The focus of a case study can either be
on the case itself or on an issue which the case(s) illustrates.Case study uses multiple sources of data and data collection
methods , and it often combines both qualitative and
quantitative research approaches. (Because the term of this
research is case study, the researcher intends to investigate, and analyze the effect of using summarizing strategy of intermediate EFL learners‟ in reading comprehension. The findings of the present study illustrates the effect and the significant effect of using summarizing strategy in reading comprehension especially in literal comprehension level” Helghm & Croker (2009:307).