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USING TEXT FEATURE WALK TO HELP STUDENTS COMPREHEND

EXPOSITORY TEXTS

JelitaPurnamasari
jelitapurnamasari@gmail.com
Chuzaimah D. Diem
chuzaidd@gmail.com
MachdalenaVianty
machdalena074@yahoo.com

Abstract: In this study, the focus of investigation was on the students comprehension
on expository text. Specifically, this study was aimed to find out whether or not there
was a significant difference in the students reading comprehension before and after
they were taught by using Text Feature Walks. The population of this study was the
eleventh grade students of one of the state senior high schools in Palembang, South
Sumatera, Indonesia. The sample was twenty nine students that were taken as the
sample by using population-single technique. This study used pre-experimental
method, one group pre-test post-test design. The instrument used for collecting the
data was a reading comprehension test. The result of the study showed that the use of
Text Feature Walks could significantly increase the students reading achievement.

Key words: reading comprehension, expository texts, Text Feature Walk

Reading needs comprehension (Durkin, focus was on the expository text. In an


1978/1979). Comprehension is defined as expository text, accurate information
the result of getting the meaning in ranging from the general to the specific
reading. According to Duran (2013), one is provided (Burke, 2000). According
reading and comprehension are associated to Ephraim (2009), expository texts are
to each other like cause and effect classified into three basic genres:
relation. When reading, people must set biography, autobiography, and
their purpose to get the comprehension; it information book which usually contain
is when people can read and understand text features, such as index, glossary,
what they are reading (Fiala, 2008). sidebars, headings, charts and graphs and
Moreover, Wassman and Rinsky (2000) maps. Expository texts are written to
explain that to be an effective reader, high convey, describe, or explain non-fictional
reading proficiency is required to information (Bodycott, 1997).
comprehend the information of printed Considering the characteristics of the
materials. Thus, becoming an effective expository text and its text features which
reader means the reader has reading skills usually contain the primary idea of the
and knows how to use them effectively. text, the writer focused her study on
In Indonesia, the teaching of reading teaching students expository text by
for senior high school which is based on maximizing the use of the text features.
the School Based Curriculum (Kurikulum One of the techniques that can be used is
Terpadu Satuan Pendidikan 2006) is to Text Feature Walks. According to Kelley
make students comprehend the reading and Clausen-Grace (2010), Text Feature
texts which include descriptive, narrative, Walks is a technique that almost similar to
anecdote, and expository. In this study, the Picture Walks; it maximizes the use of

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part of the story which is not the main structure as a strategy, their reading
body such as table of contents, index, comprehension was improved.
glossary, headings, bold words, sidebars, In relation to the use of Text Features
pictures and captions, and labeled as a teaching strategy, this article reports
diagrams. Kelley and Clausen-Grace the result of an investigation that aimed to
(2008) explain that text features are answer whether or not there was a
mostly important because the contents of significant difference in students reading
the concept can only be found in the text comprehension before and after they were
features. Text features in reading help taught by using Text Feature Walks.
students use their predictions in detail and
increase their predictions of the text, thus READING COMPREHENSION
it can upgrade their reading Reading comprehension is the
comprehension (Lubliner, 2001). As process of understanding the printed
Kelley and Clausen-Grace (2008, p. 22) words to find information. The RAND
argue, doing a Text Feature Walks Reading Study Group (RRSG) (2002, p.
provide students with the opportunity to 11) states, comprehension is the process
make a predictions related to the text they of simultaneously extracting and
are reading. constructing meaning through interaction
According to Akhondi, Malayeri, and and involvement with written language.
Samad (2011), text features make it easier According to Pikulski and Chard (2005),
for students to find and manage the constructing meaning - which involves
important information in the text. Akhondi putting words into meaningful thought
et al. (2011) further state that presenting units, making inferences, relating
information in the form of text features information being derived from the text
helps students hold each bit of information with background knowledge, and
in their short-term memory and they then responding critically to the meaning that is
can process it or connect it to background constructed - always requires attention. It
knowledge and store it in their long-term means that in acquiring reading
memory. comprehension, readers as the main factor
The results of the previous studies have to be able to understand text, task
applying Text Features showed that this and context variables.
strategy did enhance reading According to The National Reading
comprehension and subsequent learning of Panel (2000), reading comprehension has
most students. For example, the study three main themes. The themes are as
done by Bademan (2009) which focused follows:
on the use of Text Features in Science, 1) Reading comprehension is the
Social Studies, and Reading Classes cognitive process that combines the
showed that there were improvements in understanding of vocabulary learning,
the comprehension of low-level readers instruction and its development
and standard-level readers and it helped 2) Active interactive processes are
increase students test scores. Another necessary to the development of
study done by Hanson and Padua (2010) reading comprehension.
also found that the students who were 3) The preparation of teachers is really
continuously being taught by using Text important to facilitate the development
Features become strategic readers; of reading comprehension.
students also used their knowledge of Text
Features and applied the ideas they got to From the three main themes of the
their writing. Furthermore, Dickson, reading comprehension, it can be
Simmons, Kameenui (1995) who concluded that reading comprehension is
conducted the similar study also found out skill that needs exercise and the class
that when students gained understanding students and teacher activeness in class is
of how to use text features and text important for having a good reading

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comprehension.It is worth saying that illustrate that the readers are expected to
comprehension is the important part of have evaluative judgments and reasoning
reading. Having a good ability in to form new ideas from the information
comprehending the text they read will provided in the text. Therefore, what
contribute to students study and their life. indicates people as good readers is that
they have high confidence to control word
TYPES OF READING meaning, phrases, and sentences to get
COMPREHENSION appropriate meaning from the texts.In
Reading comprehension is defined as addition, Berry (2005) also proposes the
the process of simultaneously extracting level category of reading comprehension
and constructing meaning (Sweet & as follows:
Snow, 2003). Specifically, reading
Literal level
comprehension is the ability to understand
Literal level, is the most obvious
information in a text and interpret it
comprehension level. This level involves
appropriately (Grabe&Stoller, 2002).
surface meanings. Literal level is a level
Lapp and Flood (1986) state that
where the readers would have not to
comprehension has three levels: (1) literal
understand all the meaning but only recall
comprehension (reading on the lines), (2)
the information in text. According to
inferential comprehension (reading
Berry (2005), at the literal level, the
between the lines), and (3) critical
students are looking at what was written
comprehension (reading beyond the lines).
by an author at facevalue; little
Specifically, reading comprehension is the
interpretation is needed at this level. In
ability to understand information in a text
addition, students are building the
and interpret it appropriately
knowledge, but not to command it at this
(Grabe&Stoller, 2002).
level.
Lapp and Flood (1986) state that
comprehension has three levels: (1) literal Interpretive level
comprehension (reading on the lines), (2) According to Berry (2005), at this
inferential comprehension (reading level, the students are attempting to
between the lines), and (3) critical understand what the author meant by what
comprehension (reading beyond the lines). s/he said in the story, paragraph or
In the literal level, the comprehension textbook. Interpretive level shows
involves the essence of text. According to students attempt to understand that they
Mohamad (1999), at this level, the readers memorized at the literal level of
are required to understand the ideas and comprehension. Mohamad (1999) says, at
information like what the author is this level, teachers can ask more
actually saying. Furthermore, Mohamad challenging questions such as asking
(1999) explains that in the inferential students to re-arrange the idea, explain the
level, the readers are expected to draw purpose, summarize the main idea, and
conclusion or inference from the make the conclusion.
statements that are implicitly stated in the Applied level
text. Applied level is a level when the
Comparing literal comprehension and students can criticize the text and start to
inferential comprehension, Herber (1978, analyze their understanding. Berry (2005)
as cited in Hamra&Syatriana, 2012) states states at this level, the students are reading
that literal level of comprehension between the lines and then examining the
provides the most important information, message from the author and attempting to
while inferential level observes the apply that message to other settings. Berry
relationship of information then inferences (2005) further explains that at this level
are made based on the relationships. In the the students are able to write their opinion
critical comprehension, Mihandoost, about the text and explain briefly about
Habibah, Sharifah, and Rosnaini (2012) the content of the text.
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independency by reading either in class or


In conclusion, according to Berry at home. Moreover, Hedge (2003) states
(2005), generally, there are three that any reading component of an English
types/level of reading comprehension. The language course may include a set of
first level is literal, and at this level learning goals for the ability to read a
students get information only by recalling wide range of texts in English, building a
the information of the text. knowledge of language which will
The second level is facilitate reading ability, and building
inferential/interpretive level; at this level schematic knowledge.
student conclude the text by what the
authors saying. The last level is, TEXT FEATURE WALK
critical/applied level and students at this There are many reading strategies in
level are more critical, they are become helping struggling students to achieve the
more evaluative of the information reading comprehension such as games,
provided in the text. pre-reading, repeated reading, quantum
reading, and many more. Ruddell (2009,
THE IMPORTANCE OF READING as cited in Kelley & Clausen-Grace, 2010)
COMPREHENSION FOR EFL/ESL recommends these following three things
LEARNERS for reading strategies: (1) give students
The importance of reading English chance to communicate with the text, (2)
for EFL language learners can not be intentionally lead the students while they
overemphasized. It is widely recognized read in the text, and (3) assist student to
that reading is one of the most important make connection to their reading and the
skills for ESL/EFL learners to master. As content learning. One of the reading
Anderson (2003) states, the mastery of strategies that does these three things is
reading skill could help ESL/EFL learners the Text Feature Walk (Kelley & Clausen-
achieve success not only in English Grace, 2010).
learning but also in other content-based The Text Feature Walk is a
classes where English reading proficiency technique that follows a protocol similar
was required. Reading has played a crucial to the Primary Picture Walk. Kelley and
role in overall development in language Clausen-Grace (2008, as cited Kelley &
skills and even in academic success for Clausen-Grace, 2010) state,
decades (Cochran, 1993). Reading is one When students enter the intermediate
of the important skills for learners to grades, they are required to read more
expand their knowledge of the language, textbooks and informational texts to
cultures, and the world. Learners can get learn, but reading textbooks and
more information that they need through informational texts can be difficult for
reading different materials, such as students due to the higher level
magazines, newspaper, novels, books, vocabulary and concept-dense content.
journals, and so on. With strengthened In addition to these complexities,
reading skills, EFL readers will make expository nonfiction also contains
numerous text features that
greater progress and attain greater
supplement and present important
development in all academic areas. content that the student must read in
Among these reading skills, appropriate order to fully comprehend
reading strategies will facilitate learners
reading comprehension, especially for L2 As Kelley and Clausen-Grace (2008)
readers. describe, as students enter higher grades,
Hedge (2003) also states that since they will find more complicated
extensive reading helps in developing vocabulary and complex content in
reading ability, it should be built into an textbooks and informational texts. The
EFL/ESL programs. Moreover, extensive students are also required to comprehend
reading enables learners to achieve their expository texts and reading the text
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features in the expository text will help year of senior high school are expected to
students to catch the significant be able to identify the generic structure of
information so that they can completely two genres of exposition texts, they are
understand. analytical exposition and hortatory
Fountas and Pinnell (2006) assert that exposition. Analytical exposition is one
Text Feature has five categories. They are: classified type of hortatory exposition in
1.Text divisions. They help readers the text genre.
identify how the text is organized and Both analytical exposition and
presented. Some examples include hortatory exposition present argument for
chapters, sections, introductions, supporting the issued thesis. What makes
summaries, and author information. them different from one to each other is
2. Organizational tools and sources of the last stage of the text, which the
information. These help readers analytical exposition will end with
understand the information. Some reiteration. On the other hand, hortatory
examples are titles, table of contents, exposition will close with
index, headings and subheadings, recommendation. Analytical exposition
glossary, pronunciation guide, and will try to influence the reader by
references. presenting some arguments to prove that
3. Graphics. It contains information that the writers idea is important.
makes readers easier to understand Furthermore, hortatory exposition will try
because of its visual representation, or to persuade the reader how should or
enhances what was written in the text. should not do concerning the writers idea.
Some examples of graphics are
diagrams, charts and tables, graphs, The Generic Structure of Analytical
maps, labels, photographs, illustrations, Exposition
paintings, cutaway views, timelines, and The generic structure of analytical
captions. exposition has three components: Thesis,
4. Font size or formatting style. These arguments and, reiteration (Sundayana,
include boldface, italic, or a change in 2007).
font signals the reader that these words 1. Thesis
are important. Thesis is introducing the topic and
5.Layout. They help readers to point indicating the writers position or it is
important information. Some examples the main topic of discourse in
are insets, bullets, and numbers that analytical exposition.
point readers to important information. 2. Arguments
Arguments is explaining the arguments
The study done by Hanson and Padua to support the writer position, the
(2010) and Fountas and Pinnell (2006) arguments are the heart of an analytical
found that the five categories of the Text exposition and explaining the other
Feature Walk is mastered by students after arguments support the writers position
they were having the reading more. Arguments are some points of
comprehension class by using Text feature pro and con about statement. They also
Walks technique. The results show that by called as arguments for and argument
using Text Feature Walks, the students against. Both of the groups elaborate
activate their prior knowledge, make the issue.
predictions, and set a purpose for reading.
3. Reiteration
THE TEACHING OF EXPOSITORY Reiteration is restating the writers
TEXT AT SENIOR HIGH SCHOOL position or it is the writers thesis,
IN INDONESIA which is re-stated in another word. The
Based on the 2006 curriculum purpose is to strengthen the thesis.
syllabus (see Appendix B), the second

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The following is the example of time they mostly eat fast foods. However is
analysis of generic structure of an fast food good for health?
analytical exposition text. This text is as a thesis, because
FastFood this text tells us about the introducing of
Fast food nowadays is the topic or this is the main topic of the
considered a normal eating venture. discourse or as an issue.
Peoplearenotjusteatingoutonspecial
occasions or weekends anymore. It b. Argument:
meansthat allthetimetheymostlyeat Argument 1,
fastfoods.Howeverisfastfoodgoodfor Fast food has its popularity in the
1940s. Within a few years, fast-food
health?
operations popped up everywhere. With
Fast food has its popularity in
the compelling rise in fast-food
the1940s.Withinafewyears,fastfood restaurants since the 1940s, oddly it
operationspoppedupeverywhere.With started the rise
the compelling rise in fastfood in obesity and cancer during that same
restaurants since the 1940s, oddly it time period.
started the rise
inobesityandcancerduring that same Argument 2,
timeperiod. Fast food is highly processed with a
Fast food is highly processed wide array of additives. To ensure fast
withawidearrayofadditives.Toensure foods low cost, the fast food products are
fast foods low cost, the fastfood made with highly-processed ingredients to
productsare made with highly give it shelf-life, to hold consistency, and
processed ingredients to give it shelf to enhance flavor. Fast food is altered
life,toholdconsistency,andtoenhance from its original healthy form.
flavor. Fast food is altered from its
Argument 3,
originalhealthyform.
It is not the calories in fast
It is not thecalories in fast
food which damage health and waistline.
foodwhich damage health and It is the chemical additives such as
waistline. It is the chemical additives aspartame and MSG (monosodium
such as aspartame and MSG glutamate). Studies show that the
(monosodium glutamate). Studies show chemical additives lead to weight and
that the chemical additives lead to disease issues.
weightanddiseaseissues. This text is as arguments, because
So, there is absolutely the text is explaining about the argument
nothingnutritionalabout fast food. Fast to support the writers position.
foodsimplyfeedshungerandcraving. c. Reiteration:
Source Therefore, there is absolutely
:http://www.englishdirection.com/ nothing nutritional about fast food. Fast
food simply feeds hunger and craving.
Here is the analysis of the text based on
the generic structure of analytical This text is as reiteration, because the
exposition. text tells us about restating the writers
position.
a. Thesis:
Fast food nowadays is considered a The Generic Structure of Hortatory
normal eating venture. People are not Exposition
just eating out on special occasions or The generic structure of hortatory
weekends anymore. It means that all the exposition has three components : Thesis,

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arguments, and recommendation


(Sundayana, 2007). Here is the analysis of the text based
1. Thesis on the generic structure of hortatory
Thesis is announcement of issue of exposition.
concern.
2. Arguments a. Thesis
Arguments are reasons for concern, Is it important to know what your kids are
leading to the recommendation. watching? Of course it is. Television can
3. Recommendation expose your children to things that you
Recommendation is a statement of have tried to protect them from, especially
what ought or ought not to happen. violence, drug abuse, etc.
This text is a thesis because the
The following is the example of writer will announce about issue that must
analysis of generic structure of a hortatory be concern.
exposition text. b. Arguments:
WatchingTV Argument 1
Is it important to know what your One study demonstrated that
kids are watching? Of course it is. watching too much TV during the day or
Television can expose your children to at bedtime often causes bedtime
things that you have tried to protect resistance, sleep onset delay and anxiety
them from, especially violence, drug around sleep, followed by shortened sleep
abuse,etc. duration.
One study demonstrated that
Argument 2
watchingtoomuchTVduringthedayor
Another study found a significant
at bedtime often causes bedtime association between the amount of time
resistance,sleeponsetdelayandanxiety spent watching television during
around sleep, followed by shortened adolescence and early adulthood, and the
sleep duration.Another study found a like hood of subsequent aggressive acts
significant association between the against others.
amount of time spent watching
Argument 3
television during adolescence and early
Meanwhile, many studies have found
adulthood, and the like hood of an association between kids watching a
subsequent aggressive acts against lot of TV, being inactive and overweight.
others. Meanwhile, many studies have These texts are arguments because
found an association between kids in the sentences the writer writes about the
watchinga lotofTV, being inactiveand reasons why parents should monitor what
overweight. they kids watch.
Considering some facts above,
protect your children with some c. Recommendation
followingtips: Considering some facts above, protect
1. Limittelevisionviewingto12hours your children with some following tips:
eachday. 1. Limit television viewing to 1-2 hours
2. Donotallowyourchildrentohavea each day.
TVsetintheirbedrooms. 2. Do not allow your children to have a
3. ReviewtheratingsofTVshowsthat TV set in their bedrooms.
yourchildrenwatch. 3. Review the ratings of TV shows that
your children watch.
4. Watch television with your children
4. Watch television with your children
and discuss what is happening
and discuss what is happening during
duringtheshow. the show.
Source: http://najmimaulana.wordpress.com/

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This paragraph suggests what plus next, then, finally, last, after that, etc.
parents should do in order to control their Davey (1983) further states that if a reader
kids in watching TV. knows how to use the author's structure,
the reader is more likely to build a
EXPOSITORY TEXT coherent model of text, the better
Expository text is written to inform organized the text, the more apparent will
the reader about a specific subject. the structure be for the reader's use. For
Expository texts have their own unique example, if a reader is cued by the passage
structures that are different from those of that the text presents a sequence, prior
narrative text, and most students, experience with sequence leads the reader
regardless of their reading ability, struggle to anticipate and search for a time order
at times with expository text (Vacca, during the reading.
1998). Expository text contains
vocabulary that is both challenging and METHODOLOGY
new, words are often outside students This study applied one-group pretest-
everyday knowledge (e.g., condensation, posttest design. Creswell (2005, p. 160)
velocity), topics are ones students have states, this design includes a pre-test
never experienced personally (e.g., measure followed by a treatment and a
volcanoes, outer space, Amazon post test for a single group. From that
rainforest), and unlike narrative text that statement, there was no control group in
has one structure, exposition has many this study. The sample was observed at
structures (e.g., causeeffect, compare- two points, one before the treatment and
contrast) (Dymock& Nicholson, 2010). one after the treatment.The population and
Expository text contains an explicit also the sample of this study was the
or implicit topic sentence with the main eleventh graders of SMAN 3 Palembang
idea and the supporting ideas. These ideas (class XI IPA 1). There were 29 students.
are organized into text structures. Text It was suggested by English teacher most
structures are author's arrangements or of the students had poor English
organizations of ideas in text. These achievement, especially in English reading
organizations or patterns include listing of comprehension and also to make the study
ideas, sequencing of ideas according to a more focus.
time order, comparing and contrasting In collecting the data, a reading
ideas, describing characteristics of ideas, comprehension test was given at the
discussing causes and effects of ideas and beginning (pre-test) and at the end (post-
addressing the problems certain ideas test) of the treatment. As Weir (1983)
present as well as their solutions (Gordon, states, reading comprehension test items is
1990). Moss (2004) says that structures intended to test the understanding of the
like sequence and comparison and contrast conceptual meaning from the text; main
tend to be easier for students to grasp, idea, detail, sequence inference, cause and
while description, cause and effect, and effect, and vocabulary mastery. In
problem and solution are more accordance with the statement, the writer
challenging. gave the students a reading
According to Meyer, Brandt, and comprehension test which included the six
Bluth (1980), a writer usually provides aspects of reading comprehension: main
key or signal words that identify the idea, detail, sequence, cause and effect,
structure of a paragraph. For example, a vocabulary and inference.
paragraph organized into a sequence states There were 40 questions of reading
its main idea in the topic sentence, and to comprehension in the form of multiple
support the main idea the author sets out choices. These questions were checked
details in a specific order that carries the their validity. The test was also reliable,
correct meaning of the text. Key or cue with the reliability coefficient 0.936.
words include first, second, third, etc., Paired Samples T-test was applied to
examine whether or not there was
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significant difference in achievement comprehension. Specifically, the result of


between the result of pre-test and post- the data analyses of the students
test. comprehension in reading expository texts
showed that there was an increase in the
RESULTS AND DISCUSSION mean score of the post-test. It means that
the strategy used in this study could help
Normality Test
students in comprehending the expository
Normality test was done to know
texts. In addition, the result of the paired
whether or not the data that was analyzed
sample t-test, which was conducted to see
had normal distribution. In analyzing the
whether there was significant difference
normality of the pretest and posttest scores
between the result of the pre-test and post-
of reading comprehension test, the writer
test of reading comprehension
used one sample Kolmogorov-Smirnov
achievement in expository texts, showed
test. If the significance is > 0.05, the
that the mean difference for the pre-test
distribution of sample in the population is
and post-test was significant which was
normal. It was found out that the p- value
supported by the p-value that was less
was .151 for pre-test data and .687 for
than .05.
post-test data. The results suggest that the
This finding is in line with the result
test distributions were considerably
of the previous studies, as previously
normal.
mentioned in the background of the study,
Paired Sample t-test the previous researchers (Dickson,
Paired sample t-test was applied to Simmons, Kameenui, 1995; Bademan,
compare the mean score of pre-test and 2009; Hanson and Padua, 2010) who
post-test of the students reading applied Text Feature Walks strategy found
comprehension in expository texts. The that it could help students increase their
result of statistical analysis for the paired reading achievement.
sample t-test is presented in Table 1. It can also be interpreted from the
Table 1 writers teaching experience in the
Paired Sample Statistics of Students Pre-test classroom that the Text Feature Walks
and Post-test Scores in Reading strategy gave meaningful contribution for
Comprehension Achievement (N=29) students in enhancing their motivation to
Mean Mean Sig. (2 read and to answer the reading
Score Dif tailed) comprehension exercises. These could be
Pretest 58.88 25.43 . seen from their active involvement in
Posttest 84.31 000 answering the reading exercises before
during the learning process. The class
The result of paired sample t-test atmosphere also changed when this
showed that the mean score of post-test technique was applied by the writer. At
was higher than the mean score of pre- first, the students were so passive in
test. The mean score for pre-test was answering the brainstorming questions
58.88, while the post-test mean score was about the reading text, but after this
84.31. Table 1 also shows that mean technique was applied to them, they
difference between pretest and posttest showed an interest; they read more about
was 25.43, and the p-value was .000, the text and put an effort to find out the
suggesting that the mean difference was correct answer of the reading test. It is
significant. likely that the teacher use the same
Based on the results of the pre-test technique in teaching reading, so when the
and post-test and the paired sample t-test, writer apply a teaching technique like
it can be concluded that teaching reading Text Feature Walks strategy, it made the
comprehension of expository text by using students so excited. It is appropriate with
Text Feature Walks has a significant the result of study done by Syatriana and
effect on students reading Hamra (2010), they found out that a good

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method in teaching reading effectively It can also be interpreted from the


improves the students motivation in writers teaching experience in the
reading and it can enhance the reading classroom that the Text Feature Walks
achievement of the students. strategy gave meaningful contribution for
In conclusion, it could be interpreted students in enhancing their motivation to
that Text Feature Walks strategy is very read and to answer the reading
helpful for students in enhancing their comprehension exercises. These could be
reading comprehension achievement on seen from their active involvement in
expository texts.Moreover, Text Feature answering the reading exercises before
Walks strategy, which cover six aspects of during the learning process. The class
reading comprehension, can help the atmosphere also changed when this
students handle the questions of technique was applied by the writer. At
expository texts with success. Thus, Text first, the students were so passive in
Feature Walks strategy can be used as one answering the brainstorming questions
of the strategies in teaching the about the reading text, but after this
readingcomprehension, especially in technique was applied to them, they
teaching expository texts for the eleventh showed an interest; they read more about
grade students. the text and put an effort to find out the
correct answer of the reading test. It is
CONCLUSION AND likely that the teacher use the same
SUGGESTIONS technique in teaching reading, so when the
Based on the results of the pre-test writer apply a teaching technique like
and post-test and the paired sample t-test, Text Feature Walks strategy, it made the
it can be concluded that teaching reading students so excited. It is appropriate with
comprehension of expository text by using the result of study done by Syatriana and
Text Feature Walks has a significant Hamra (2010), they found out that a good
effect on students reading method in teaching reading effectively
comprehension. Specifically, the result of improves the students motivation in
the data analyses of the students reading and it can enhance the reading
comprehension in reading expository texts achievement of the students.
showed that there was an increase in the In conclusion, it could be interpreted
mean score of the post-test. It means that that Text Feature Walks strategy is very
the strategy used in this study could help helpful for students in enhancing their
students in comprehending the expository reading comprehension achievement on
texts. In addition, the result of the paired expository texts.Moreover, Text Feature
sample t-test, which was conducted to see Walks strategy, which cover six aspects of
whether there was significant difference reading comprehension, can help the
between the result of the pre-test and post- students handle the questions of
test of reading comprehension expository texts with success. Thus, Text
achievement in expository texts, showed Feature Walks strategy can be used as one
that the mean difference for the pre-test of the strategies in teaching the
and post-test was significant which was readingcomprehension, especially in
supported by the p-value that was less teaching expository texts for the eleventh
than .05. This finding is in line with the grade students.
result of the previous studies, as Some suggestions were drawn based
previously mentioned in the background on the conclusion. First, It is suggested
of the study, the previous researchers that the teachers of English at SMA N 3
(Dickson, Simmons, Kameenui, 1995; Palembang apply various teaching
Bademan, 2009; Hanson and Padua, 2010) techniques in the classroom. Text Feature
who applied Text Feature Walks strategy Walks strategy, as one of methods in
found that it could help students increase teaching reading especially expository
their reading achievement. text, can be applied. In addition, it can

47

also motivate students to be more active Burke, J. (2000). Reading reminders:


during the teaching and learning process. Tools, tips and
The teachers can apply this technique to a techniques. Portsmouth, NH:
big class because this technique is very Boynton/Cook.
good for class with more than 30 students.
Cochran, M. (1993). Public child care,
Second, those who are interested to
culture, and society: Crosscutting
conduct a similar study in the future can
themes. In M. Cochran (Ed),
have more samples of participants.
International handbook of child care
Moreover, the writer also suggests the
policies and programs (pp. 627-658).
next researcher to us other kind of texts
Westport, CT: Greenwood.
such as narrative or descriptive texts and
to get involved, not only for eleventh Creswell, J.W. (2005). Educational
grade senior high school students. research: Planning, conducting, and
evaluating quantitative and qualitative
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students in tertiary education in the

About the authors:


JelitaPurnamasari, S.Pd is the graduate of the English Education Study Program,
Faculty of Teacher Training and Education, Sriwijaya University
Prof. Chuzaimah D. Diem, M.L.S., Ed.D., and MachdalenaVianty, M.Ed., M.Pd.,
Ed.D are the lecturers at the English Education Study Program, Faculty of Teacher
Training and Education, Sriwijaya University

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