A.

A STUDY ON THE ABILITY OF SECOND GRADE STUDENT OF SMAN

1 KUANTAN HILIR IN COMPREHENDING REPORT TEXT

B. BACKGROUND

Reading is a crucial part of English as foreign language learning and teaching

activity. Reading ability to comprehending a text makes the students able to
understand what the text tells about from the text. Beside that if the students able to
getting the main point of the texts it will help the students to improve their knowledge
or their comprehending about the text.

Nunan,(2003) states that reading is a fluent process of readers combining

information from a text and their own background knowledge to build meaning.
According to Ahuja (2001), reading is both a sensory and mental process. It involves
use of the eye and the mind. The eyes receive messages and the brain has to work out
the significance of this messages. It requires the students to read for meaning. Harmer
(1998), believe that reading comprehension is very important for students because in
fact the textbook for most science and technologies are written in English. This
means that learners are expected to be able to understand English textbook that they
are reading. In this case reading skill is needed by learners of English Language.

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.

1
 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.

Based on the explanation above, the writer is interested to conduct a research

entitled “Study on the ability of second grade student of SMAN 1 KUANTAN HILIR
in comprehending report text”.

C. The Formulation of the Problem

The formulation of this research will be formulated as follows:

1. How is the ability of the second grade of SMAN 1 KUANTAN HILIR in

comprehending report text?
2. What is the most difficult aspect of comprehending report text by the second
grade students of SMAN 1 KUANTAN HILIR?

D. The General Objective of the Research

1. To know the ability of the second grade students of SMAN 1 KUANTAN

HILIR in comprehending report text.

2
 2. To find out the most difficult aspect of comprehending report text by the
second grade students of SMAN 1 KUANTAN HILIR.

E. The Need for the Research

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.

F. The Definition of the Terms

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

1. The Nature of Reading

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.

Nordquist, (2012) stated that when we read a text, there is a process of

extracted meaning from a written or printed text. Extracting here means that our brain
works hard to analyze the meaning of certain word that has been read. This statement
was strengthened by Harmer on his book. Furthermore, Harmer (1998) defined that
reading is an exercise dominated by eyes and brain. In reading brain and eyes has big
relationship. The eyes receive message from what we read and the brain makes us
understand on what the message means.

4
 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.

Reading is an important part of learning English. Kenneth Beare (2009)

classified reading skills into four types that use in every language. These four types
will be explained as follows:

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

Extensive reading is used to obtain a general understanding of a subject and includes

reading longer texts for pleasure, as well as business book. Use extensive reading
skills to improve our general knowledge of business procedures. Do not worry if we
do not understand each word. For example: reading a novel before going to bed.

d. Intensive reading

5
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.

Based on the explanations above, writer conclude that reading is an activity in

process of getting information in a text. Reading is also a process to understanding
the meaning of a text and in this research reading is process grasp the writer’s idea
especially about report text.

2. The Nature of Reading Comprehension

Peter westwood (2008), stated that reading comprehension is often

conceptualised as functioning at different levels of sophistication and reffered to, for
example, as literal, inferential and critical. The most basic level (literal) is where the
reader is able to understand the factual information presented in a passage of text. The
next level is referred to as the inferential level. At this level the reader is able to go
beyond the words on the page and infer other detail. At a more demanding level
(critical reading), the reader is able to appraise what he or she is reading for example,
detecting good writing style from the author, recognising when some statements in
the text biased or incorrect, appreciating the writers’ viewpoint, comparing and
contrasting information with other facts they have read elsewhere, and reflecting
upon the importance or the otherwise of the opinions presented. Weak readers who
are still struggling with word recognition have enormous difficulty progressing
beyond a literal level of comprehension because most of their cognitive effort is taken
up in unlocking the print.

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

6
comprehension, the readers have to involve their intelligence because it can influence
to their ability in comprehending what they read.

According to John Kruideneir (2002), elaborate that comprehension is an

active process and the reader must interact and be engaged with the text for it to work
well. It is also a strategic process which can be taught. As comprehension takes place,
words are decode and ssociated with their meaning in the readers’ memory and
phrases and sentences are processed rapidly or fluently enough to that the meanings
derived from one world, phrase, or sentence are not lost before the next is processed.
Yet, reading comprehension can be described as understanding a text that is read, or
process of constructing meaning from a text.

Meanwhile, Jeniffer Serravalo (2010) stated that comprehension is at the heart

of what it means to really read by thinking and understanding and getting at the
meaning behind a text. Furthermore, Bonnie B. Armbruster (2000) defined that
comprehension is the reason for reading. If readers can read the words but do not
understand what they are reading, they are not really reading. Alderson (2000: 28)
defines reading is an enjoyable, intense, private activity in which the readers get
much pleasure and can totally absorb the reading.

According Gillet and Temple (1998) says that comprehension is the

understanding new information in light of what we have already known. This thing
will make students be more successful in applying and improving evewrything that
had been learned and understood. Reading comprehension is the process of using
syntactic, semantic, and rhetorical information found in the printed texts to
reconstruct in the readers’ mind, using the knowledge of the world he or she
possesses. While Woolley (2014) describes reading comprehension as a constructive
practice that is influenced by factors within the learner and by external factors such as
text read-ability, task difficulty, and socio-cultural purposes and practices.
Comprehension is not something that comes after learning the mechanics of reading.

7
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

1. Finding Factual Information

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.

8
 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.

Based on the explanations above, the writer conclude that reading

comprehension is an ability to observe, understanding, catch the information
that exist in a text, in order to increase the knowledge and experience of the
reader-self.

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

9
 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

The mango is a juicy fruit that belongs to the genus

Mangifera, consisting of numerous tropical fruiting trees,
cultivated mostly for edible fruit. The majority of these
species are found in same areas as wild mangoes. They
General belong to the flowering plant family Anacardiaceae. The
Classification mango is original plant from South and Southeast Asia,
from where it has been distributed worldwide to become
one of the most cultivated fruits in the tropical areas. The
central diversity of the Mangifera genus is in India.

While other Mangifera species are also grown on a

more localized basis, Mangifera indica—the “common
mango” or “Indian mango”—is the only mango commonly
Identification cultivated in many tropical and subtropical places. It
originated in India, Pakistan, and Burma.

10
 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

11
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.

12
 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

1. The Location and Time of the Research

The research will conduct at SMAN 1 KUANTAN HILIR. It is

located on Jalan Sudirman, Baserah, Kuantan Singingi. The research will be
hold from September until Oktober.

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)

13
 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.

3. The population and Sample of the Research

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.

Table 3.1The Distribution of the Population

No. Classes Number of Students (population)

1. XI IPA1 34
2. XI IPA2 34
3. XI IPA3 34
4. XI IPS1 34
5. XI IPS2 34
6. XI IPS3 34
Total 204 students

14
 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.

4. Data and Instruments

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.

15
 Table 4.1 The Blueprint of the Instrument

No. Aspect of the Test The Item Number

1. Finding main idea 1, 6, 11, 16, 21,
2. Finding factual information 2, 7, 12, 17, 22,
3. Finding meaning of difficult word 3, 8, 13, 18, 23,
4. Finding reference 4, 9, 14, 19, 24,
5. Finding restatement 5, 10, 15, 20, 25,

5. Technique of Collecting Data

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

16
students answer the item correctly. In calculating it, the following formula will be
used:

a) To know the difficulty level

𝑅
F.V = 𝑁

Where:
F.V = difficulty level
R = the number of correct answer
N = the number of the students

(Adopted Heaton, 1991)

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:

b) To know the discrimination index

𝑐𝑜𝑟𝑟𝑒𝑐𝑡𝑈−𝐶𝑜𝑟𝑟𝑒𝑐𝑡𝐿
D= 𝑛

Where:

D = discrimination index

U = upper group answering

L = lower group answering

n = number of candidates in one group

(Adopted Heaton, 1991)

17
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:

c) To know mean score

∑𝑓𝑥
M=
𝑁

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

∑𝑑 = the total mean of the test

N = the number of the students

(Adopted Heaton, 1975)

18
 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:

e) To know the reliability

𝑁 𝑚(𝑁−𝑀)
Rii= [1 – ]
𝑁−1 𝑁𝑋 2

Where:

Rii = the reliability of the test

N = the number of the items in the test

M = the mean score on the test for all the tests

𝑋2 = the standard deviation of all the test scores

(Adopted Heaton, 1991)

6. Technique of Analyzing Data

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)

19
 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

Table 6.1 TheClassification of Students’ Score

No. Scores Category

1. 81 – 100 Excellent
2. 61 – 80 Good
3. 41 – 60 Mediocre
4. 21 – 40 Poor
5. 0 – 20 Very Poor
(Adopted Harris,1974)

c) Then, to know the percentage of the classification of the students’ ability in

answering question, the following formula can be used:
𝑋
P = 𝑁x 100 %

Where:

20
P = percentage of the students per group/level
X = the number of frequency in one level
N = the number of students

Adopted Hatch and Farhady (1982)

21
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