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B. BACKGROUND
According to Perry and Ron (2001:5), the purpose of text report is to give a
truth account of something, somebody, some place, or same activity after
investigating and collecting the facts Then, report text has language features, there are
present tense, third person, heading and subheadings, use of technical and scientific
language, selective use of adjective and adverb for description, action verb to
describe behavior, use of cause and effect in presenting information, generalization
visual to assists presentation and for classification.
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According to the curriculum 2006 (KTSP) for senior high school there are 2
kinds of the text that should be learning of the student when their learning in the
classroom. In monolog text, there are 12 genres of the text like as procedure text,
recount text, descriptive text, news item text, report text, analytical exposition text,
hortatory exposition text, explanation text, discussion text, review text and spoof text.
In this research, the writer focus in report text.
Based on the student should mastering in report text at senior high school to
answer the question about report text question in national examination .The writer
want to know the ability of the students in comprehending report text. In the other
hand most of the student is difficulties to comprehending a report text.
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2. To find out the most difficult aspect of comprehending report text by the
second grade students of SMAN 1 KUANTAN HILIR.
The writer expects of this study to give valuable contributions for the following
things:
1. The writer will get information about the ability of student of SMAN 1
KUANTAN HILIR in comprehending report text to mine thesis.
2. The teacher will get information about student ability in comprehending
report text and they can able to make good formula to teaching about that
later.
3. The reader will get information and know the ability of student of SMAN 1
KUANTAN HILIR in comprehending report text.
4. For the government will get information about the ability of student of SMAN
1 KUANTAN HILIR in comprehending report text.
1. Study
The activity of learning or gaining knowledge, either from books or by
examining things in the world (Hornby AS.Oxford, 2000:1344).In this
research, study means to examine the ability of second year student of SMAN
1 KUANTAN HILIR in comprehending report text.
2. Ability
The quality of being able to do something; physical, mental, financial, or legal
power to perform (Morris, 1966). In this research, ability means the students
able to understanding of report text.
3. Reading
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Reading is an active cognitive process of interacting with print and monitory
comprehension to establish meaning (Goodman.1976:Smith.1982).In this
research, reading is a process to comprehending report text.
4. Report text
Report text is factual texts, example report about reptile would begin with a
classification and go on describe particular aspects such as appearance,
location and dynamics (Heinemann, 2004).
G. Literature Review
Reading is one of the four language skills that is used to understand and get
the information from any source. All of the experts have their own definition about
reading. According to O’Hara (2006), reading is a critical skill. A person may read in
order to get information or verify exiting knowledge, or in order to criticize a writer
idea or writing style. According, Turner (1962) added that reading is the meaningful
interpretation of verbal symbols and an extension of oral communication and builds
up on listening and speaking.
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According to Resmi,et el (2012), being a reader need to be able to
comprehend what is being discussed, involved in the process of acquiring
grammatical structures and vocabularies of the language and meaning. The main goal
of reading is comprehension. Comprehension means that understanding the
information from a reading text, we need ability to comprehend it, which is reading
comprehension.
a. Skimming
Skimming is used to quickly gather the most important information. Run our eyes
over the text, noting important information. It is not essential to understand each
word when skimming. For example: reading a newspaper (quickly to get the general
news of the day).
b. Scanning
Scanning is used to find a particular piece of information. Run our eyes over the text
looking for the specific piece of information that we need. Use scanning on
schedules, meeting plans, etc. in order to find specific details that we require. For
example: reading a train schedule.
c. Extensive reading
d. Intensive reading
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Intensive reading is used on shorter texts in order to extract specific information. It
includes very close accurate reading for detail. Use intensive reading skills to grasp
the details of a specific situation. In this case, it is important that we understand each
word, number or fact. For example: reading a contract.
Burnes and Page (1991) state that the reading comprehension is a reading,
thinking activity and as such relies for it success upon the level of intelegence of the
reader, his or her speed of thinking ability detect relasionship. It means that in reading
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comprehension, the readers have to involve their intelligence because it can influence
to their ability in comprehending what they read.
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Reading for meaning must be the focus of any language and literacy programme from
the very beginning.
King and Stanley (1989:330) states that there are five components that may help
the students to read carefully
Factual information is the important information that describe from the text. It
is the part of the reader must know. We can find the factual information in
every paragraph. It requires reader to scan specific details. The type of
question can be about the reason, purposes, result, comparison, means,
identities, times, and amount in with most of the answer can be found in the
text.
2. Main Idea
Main idea is the central thought; the chief topic of a passage expressed or
implied in a word or phrase; the topic sentence of a paragraph. One paragraph
just has one main idea. Main idea is always in the beginning or the end of
paragraph. Main idea helps the reader to understand not only the ideas but
also their relative significance, as expressed by author.
3. Reference
Reference is the word that represents another word. It is used to avoid
repeated word. It also makes the reader interest to read. We can find in the
beginning, the middle, or the end of sentence. Reference words are usually
short and very frequently pronoun such as: it, she, he, they, this, etc.
4. Inference
The important thing needed in reading understands, Writers, however does not
write out everything, he expects the reader to understand. Writers use
language efficiently and recognize what can be inferred from their sentence.
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5. Restatement
Restatement is the way to say something again or to say something in
different way but still has the same meaning. The kind of question test, which
use to measure the reader’s ability in analyzing the relationship of idea within
single sentence.
3. Report Text
Perry and Ron (2001:5), the purpose of text report is to give a truth account of
something, somebody, some place, or same activity after investigating and collecting
the facts Then, report text has language features, there are present tense, third person,
heading and subheadings, use of technical and scientific language, selective use of
adjective and adverb for description, action verb to describe behavior, use of cause
and effect in presenting information, generalization visual to assists presentation and
for classification.
According to Pearson (2002), report text is a text type we used when we want
to offer factual information about a topic, news report, and science report about a
class plants, animals or objects. According to Heinemann (2004), report text is factual
text, example report about reptile would begin with a classification and go on
describe particular aspects such as appearance, location and dynamics.
Organization of report text:
a. Social Function
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To systematically organize and record factual information to classify and
describe a whole class of things.
b. Generic structure
1. General Classification
2. Identification
c. Language features
1. The use of general noun (e.g. Komodos, computers, orchids)
2. The use of relating verb (e.g.:is, are, has)
3. The use of present tense (e.g.: komodo dragon usually weigh more than
160kg).
The example of report text:
Mango
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It is the national fruit of India, Pakistan, and the
Philippines, and the national tree of Bangladesh. In
several cultures, its fruit and leaves are ritually used as
Identification
floral decorations at weddings, public celebrations, and
religious ceremonies.
H. RELATED STUDIES
In this study, the writer take three related studies as the comparison to the
writer study. The related studies that used in this study is taken from electronic
journals.
The first related studies taken from a thesis by Fitri Idriyati in 2013. The title
of the thesis is ” Improving Students’ Reading Comprehension on Report Text
Through KWL Reading Strategy”. The writer is a student of English Education
Study Program of Language and Art Education Department of Faculty of Teacher
Training and Education of Tanjung Pura of Pontianak. The objective of this research
is to find out the effect of the KWL Strategy in Improving Students’ Reading
comprehension on Report Text. The number of participants were 28 students of
eleventh grade students of MAS MUJAHIDIN Pontianak. This research was a
classroom action research which was conducted on the purpose to solve the problems
that happened in the classroom and to improve the teaching-learning process. The
data were collected through achievement test, field notes, and observation checklist.
The data mean score showed at the students’ test of first cycle was 54.28 and get
improved at second cycle test that was 78.9 and third cycle students’ mean score was
80.7. Meanwhile, the standard score given was 75. It means that by using KWL
reading strategy in teaching reading comprehension in report text the students get
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improved from time to time. Even if the type of the research is different, both studies
still have similarity. The similarity is at the focus of the study. Both research focus on
in comprehending report text. On the other side, the differences between these two
studies, as told above, the type of this research is “action research”, meanwhile the
research that will be done is descriptive. Along within, these research use the KWL
method, while in descriptive there are no teaching method are used.
The second related studies taken from a thesis by Jazilatul Ifah that conducted
in 2015. The title of the thesis is “The Study of The Ninth Grade Students’ Report Text
Reading Comprehension Achievement at SMPN 1 JEMBER”, the writer is the student
of English Education Study Program of Language and Art Education Department of
Faculty of Teacher Training and Education of Jember University.
The main objective of this research is to find out the ability of The Ninth
Grade Students’ Report Text Reading Comprehension Achievement at SMPN 1
JEMBER. The population of this research was the Ninth Grade Students’ of SMPN 1
JEMBER. The total number of population members was 354 students. The writer
used cluster random sampling by took 3 students from each class to be the sample of
the research. The number of sample is 30. The writer used descriptive method in this
study, the data were processed and analyzed according to these steps, taking the data,
coding, and scoring. After analyzing the data, the writer concludes that the students’
ability in comprehending report text was categorized as “good”, with average score
was 84.00. The similarities with the research that will be done are the research
method that used is descriptive. The differences between both the research is, the
previous research was applied to third year students’ of Junior High School.
Meanwhile, this thesis is applying to second year students’ of Senior High School.
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The last related studies was taken from a thesis by Naning Risti Hanifah, a
student of English department, the faculty of teacher training and education of Muria
Kudus, with title “THE READING COMPREHENSION OF REPORT TEXT OF
THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 MAYONG JEPARA
IN ACADEMIC YEAR 2013/2014 TAUGHT BY USING TWO STAY TWO
STRAY”, the main objective of this research is to find out whether or not there is
significance of the difference between the Reading Comprehension of Report text of
the Eleventh Grade Students of SMA Negeri 1 Mayong Jepara in academic year
2013/2014 taught before and after using Two Stay Two Stray. The total number of
population was 253 students of SMA Negeri Mayong Jepara and they divided into 7
classes. The writer used a technique called cluster random sampling. The number of
sample is 33. The writer uses a test as an instrument of the research. The writer uses
multiple choice item tests. The similarities of both the research are focus on the
reading comprehension of report text, and same the cluster sampling technique. The
differences of the research used experimental research and descriptive research.
I. Research Methodology
2. Type of Research
This is a descriptive research that it has only one variable namely, to
describe the students ability in comprehending report text. Rezeki (2002:13)
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state that the description is about the fact and characteristic of population. Gay
(1990:10) says that a descriptive research involves collecting data to test
hypothesis or to answer question concerning the status of the study.
In this study the researcher focus a study on the ability of the second year
of SMAN 1 KUANTAN HILIR in comprehending report text, and the purpose
of this research for the teacher can get the data and it is make they easy to make
a strategy to teaching in the class.
Therefore, this research only describe the level of ability the second year
students of SMAN 1 KUANTAN HILIR in comprehending report text. The test
form of this research is objective test and it consists of twenty five item.
Frankel and Wallen (1993) state that a population is the group to which the
result of the study is intended to apply. The population of this research is Science
class and social class of second year students of SMAN 1 KUANTAN HILIR in
academic 2014-2015.The population are 204 students that consist of six classes.
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According to Gay (2000), if the population is large and spread out in an
intact group that has similar characteristic, cluster sampling is useful. Cluster
sampling is a sampling technique where the entire population is divided into
groups, or clusters and a random sample of these clusters are selected. Kelly
(2006), states that selecting clusters such as groups defined by area of residence,
organizational membership or other group-defining characteristics. Meanwhile,
Sudjana (1998) in cluster sampling the population is divide into some group/cluster
.These cluster will be taken in random process. Every member in a cluster that has
been taken randomly will be a sample.
To get the sample the writer using cards, the writer named cards based on
every class of second year students of SMAN 1 KUANTAN HILIR. They are class
XI IPA1, XI IPA2, XI IPA 3, XI IPS1, XI IPS2 and also XI IPS3. After mixing
these cards for a moment and the writer take two pieces as the try out class and two
pieces as the sample class in this research.
The data that will be used in this research is quantitative data. The writer
constructed the instrument in objective test by offering multiple choices by
considering the number of text types for the second year students of SMAN 1
Kuantan Hilir. The writer used a test as the instrument to collect the data and the
tests consist of 25 items. The students will be in order to answer the test correctly
based on the provided reading comprehension of report text. The source of the
texts for the instruments are Look a head Book, Developing English Competencies
and also internet and the writer using this sources as the instrument the test
because it is based on the English Syllabus.
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Table 4.1 The Blueprint of the Instrument
The writer collected the data in order to answer the question of this research,
the writer distributed a set test of the second year students of SMAN 1 Kuantan
Hilir. The writer asks the students to answer the test instrument of this research
and in this research the writer used multiple choice test. The test consists of 25
questions from five kinds of texts which are report text. The time for students to
answer the tests is 45 minutes.
Before the test administered for the students, the test material will tried out to
the students who are not involved as the sample. The try out was conducted to find
out the validity and reability of the test. Heaton (1975) say that from the try out, it
could be seen whether the index of difficulty of a particular item is easy or difficult
.Heaton (1991) states that the test items are accepted if the score is between 0.30-
0.70 and it is rejected if the degree of the difficulty is less than 0.30 (too difficult)
and over 0.70 (too easy).
The difficulty level on the items will show how easy of difficulty the
particular items provided in the test. It is expressed as the percentage of the
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students answer the item correctly. In calculating it, the following formula will be
used:
Where:
F.V = difficulty level
R = the number of correct answer
N = the number of the students
Items discrimination shows the extent to which the items discriminated between
the students separating the more able students and the less able students. It will be
calculated by using the formula:
𝑐𝑜𝑟𝑟𝑒𝑐𝑡𝑈−𝐶𝑜𝑟𝑟𝑒𝑐𝑡𝐿
D= 𝑛
Where:
D = discrimination index
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After knowing the difficulty level of the try out test items, the writer will measure
the central tendency by calculating the mean score. To know the average score of
the students’ ability in reading comprehension, the writer presented the data by
using the formula:
Where:
M = the mean score in each topic
∑𝑓𝑥 = the sum of the respondents’ scores
N = the number of the respondents
(Adopted Hatch and Farhady, 1982)
The mean score describes an individual student’s ability but it does not tell about
the highest and the lowest scores and the spread of the scores. To know about
them, the researchers will use Standard Deviation (s.d) formula. The Standard
Deviation is one way to show the spread of marks. The Standard Deviation
formula is:
d) To know standard deviation
∑𝑑2
SD = √𝑁−1
Where:
SD = standard deviation
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According to Heaton (1975), reliability is a necessary characteristic of any good
test. A test is said valid when it is reliable as a measuring instrument. The
reliability of whole test will be calculated by using the formula:
𝑁 𝑚(𝑁−𝑀)
Rii= [1 – ]
𝑁−1 𝑁𝑋 2
Where:
To analyze the quantitative data, the writer will use procedures as follows:
a) To know each of students’ score individually, the data will calculate by using
the following formula:
𝑋
M = 𝑛x 100
Where:
M = individual score
X = correct answer
n = number of items
(Wayan and Sumartana, 1986)
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b) After getting all of students’ score, the students’ ability can be seen. Next, to
find out the mean score of the students in reading comprehension, the following
formula is used:
∑𝑓𝑥
M= 𝑁
Where:
M = the mean score of each topic
∑𝑓𝑥 = the sum of the respondents’ scores
N = the number of the respondents
(Adopted Hatch and Farhady, 1982)
Furthermore, the level of the student’s score will be classified into five
levels of mastery. The classification can be seen in this following table
Where:
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P = percentage of the students per group/level
X = the number of frequency in one level
N = the number of students
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