Chapter II THE EFFECT OF CRITICAL READING STRATEGIES ON READING REPORT TEXT AT GRADE XI SMA NEGERI 1 SIABU

 

CHAPTER II

LITERATURE REVIEW

A.  Theoretical Description

1.    Reading Report Text

a.    Definition of Reading Report Text

Reading is the ability to understand information presented in written form. It is the process of getting meaning from printed. According to Goodman, “reading is interaction between though and language and base evaluation of success in comprehension on to extent to which the reader’s reconstruct message agrees with the writers in tended message”.[1]

Reading is complex process which takes part of useful of good and poor ability.[2] According to H. Douglas Brown “reading is primarily matter of developing appropriate, efficient comprehension strategies”.[3]From definition above can be conclude, reading is to getting information from the writer massage, text printed   or from the text.

Report text is a text which presents information about something, as it is. It is as result of systematic observation and analysis.[4] According to Paterson “report text is a text that presents information in a structured manner about a subject by giving facts”.[5] Acorrding to Pardiyono “report text is a text that gives general information about something”.[6]

According to Otong Setiawan Djuhari “report text is a text of pare result perception, research, observation, or study about object, animal, people or place”.[7] From definition above can be conclude, reading report text is to getting information about something, like people, plants, and animals, that giving facts.

b.   The Purpose of Reading Report Text

The purposes of reading report text are to get and find information include content and meaning of the text based on the purpose. William Grabe says that the purpose of reading report text as follows:

1)      Reading  to search for information (scanning and skimming)

2)      Reading for quick understanding (skimming)

3)      Reading to learn

4)      Reading to integrate information

5)      Reading to evaluate, critique, and use information

6)      Reading for general comprehension (in many cases, reading for interest or reading to entertain.[8]

 

Besides that, Henry Guntur Tarigan says that the purposes of reading report text as follows:

1)      Reading is for identifying important information

2)      Reading is for main ideas

3)      Reading is for finding the specific information

4)      Reading is for underlining the important information

5)      Reading is to classify the difficult word

6)      Reading is to evaluate

7)      Reading is to compare or contrast.[9]

 

Based on  explain above, the researcher concluded the purposes of reading report text divided into seven importance, they are reading to search for information (scanning and skimming), reading is for main ideas, reading to learn, reading to evaluate, critique, and use information, reading is to classify the difficult word, reading is to compare or contrast and reading for general comprehension.

The purpose of reading report text at Senior High School Negeri 1 Siabu based on the curriculum are identifying the structure of a text, identifying topic of the text, and identifying information from the text.[10]

c.    The Process of Reading Report Text

 

Reading report text is an important skill in academic achievement. However, the readers also have to know what their purpose is in reading a text, the strategy for accomplishing that purposes, and how to retain the information. So, before accomplishing the readers’ purpose, they should to know how the process of reading comprehension. The process of reading report text can be divided into three categories, they are:

1)      Bottom-up models

2)      Top-down models

3)      Interactive models[11]

Besides that, William Grabe also says that the process of reading report text can be divided into three categorized, they are:

1)      Bottom up models

2)      Top-down models

3)      Interactive models[12]

From the explanation above there are three categories  as the process of reading report text, they are Bottom-up models as the models traditionally depict reading as a mechanical process in which the readers decodes the on going text letter by letter, word by word, sentence by sentence. Top-down models as the models assume that the reader actively controls the comprehension process. Directed by reader goals, expectations, and strategic processing. Then, interactive models as the models are the typical compromise solution. The basic assumption is that useful elements from bottom up and top down views can be combined in some massively interactive set of processes.

So, it can be concluded that reading report text is a process to understand of written text or printed material. Which is the process of reading use some factors, such as; intelligence, skill in language, background knowledge, and others.

d.   The Technique of Reading Report Text

Technique is a way of carrying out a particular task, especially the execution or performance of an artistic work or a scientific procedure. According to Karl McDonald, there are four technique of reading. There are:

1.      Skimming is sometimes referred to as gist reading. Skimming may help in order to know what the text is about at its most basic level. You might typically do this with a magazine or newspaper and would help you mentally and quickly shortlist those articles which your might consider for a deeper read. You might typically skim to search for a name in a telephone directory. You can reach a speed count of even 700 words per minute if you train yourself well in this particular method. Comprehension is of course very low and understanding of overall content very superficial.

2.      Scanning is involves getting your eyes to quickly scuttle across sentence and is used to get just a simple piece of information. Interestingly, research has concluded reading off a computer screen actually inhibits the pathways to effective scanning and thus, reading of paper is far more conductive to speedy comprehension of text.

3.      Intensive reading is a list the chronology of events in a long passage, that will need to read it intensively. This type of reading has indeed beneficial to language learners as it help to understand vocabulary by deducing the meaning of words in context. It moreover, helps with retention of information for long periods of time and knowledge resulting from intensive reading persists in your long term memory.

4.      Extensive reading involves reading for pleasure. Because there is an element of enjoyment in extensive reading it is unlikely that students will undertake extensive reading of a text they do not like. It also requires a fluid decoding and assimilation of the text and content in front of you. If the text is difficult and you stop every few minutes to figure out what is being said or to look up new word in the dictionary, you are breaking your concentration and diverting your thoughts.[13]

 

According to Oregon, there are techniques of reading. There are:

1.      Orientation (Orientierung) is the goal prereading preparation

2.      Skimming is the goal to get the general meaning (gist) of the story without trying to decode exactly what each word means.

3.      Scanning is the goal to extract specific pieces of information.

4.      Decoding is the goal to thorough comprehension.

5.      Global Understanding is the goal to understand and critically evaluate the “why” of the text.[14]

From explanation above, there are four the technique of reading report text. There are: extensive reading, intensive reading, decoding and global understanding. Extensive reading is involves that reading long texts or large quantities for general understanding, with the intention of enjoying the text, intensive reading is involves that reading short text, decoding is involves that reading the text with slowly and carefully analyzing each word unit, and global understanding is involves to understand and critically evaluate the “why” of the text that have done read.

 

 

 

e.    The Structure Element of Reading Report Text

1.      Social Function

According to Pardiyono “social function is telling what the aim of the text”.[15] The purpose of a report text is to present information about something generally. It generally describes the way things are with reference to arrange of natural, manmade and social phenomenon in our environment, such as: mammals, the planets, rocks, plants, countries of region, cultures, transportations, and so on.[16] So, it can be concluded social function is to present information about something to the reader.

2.      Generic Structure

According to “Otong Setiawan Djuharie says, ‘”generic structure mengacu pada alur yang tersaji dalam text atau tahapan – tahapan pemetaan gagasan/ imformasi teks”.[17] It means generic structure is the structure of the text contains idea or information of the text.

According to Sanggam Siahaan and Kisno Shinoda “generic structure is the culture of the native speakers of a language to select and use the linguistic units of their language in the production and interpretation a text as the tool of an effective and efficient communication”.[18] Based on explanation above, it can be concluded generic structure is the structure of the text consist of important information.

Then generic structure of report refers to general statements which explain reported subject, additional information, and its classification. It means that the generic structures of the report text are:

a)      General Classification

As Pardiyono says “general classification is a statement related to the topic in which have been proud in title:.[19] While, Linda Gerot and Peter Wignell says “general classification tells what the phenomenon under discussion”.[20]

General classification stating classification of general aspect of thing; animal, public, place, plant, etc. which will be discussed in general.[21] Starting classification of general aspect of thing; animal, public place, and plant, which will be describe in general. So, general classification is statement that tells about the animal, plant, place, public or the phenomenon that will be discussion.

b)     Description

According to Pardiyono “description is a part gives describing of the things which will be discussion in detail”.[22] Description is describing the thing which will be discussed in detail part of part, customs or deed for living creature and usage for materials.[23] An information report is a piece of text that information presents information about a subject. An information report usually contains fact about the subject, a description and information on this parts, habit or behavior and qualities.

From explanation above, description is a part that describing animal, plant, place, public or the phenomenon.

3.      Lexicogrammatical Features

A lexicogrammatical features is the rule in arranging a text. It is the domain language feature that is used in the text such as focus on general noun, use of relasional process, and use simple present tense.

According to Otong Satiawan Djuharie said, “Lexicogrammatical identik dengan syntax (dalam tata bahasa tradisional). Lexicogrammatical mengacu pada struktur tertentu yang digunakan untuk mengungkapkan makna tertentu”.[24]It means that lexicogrammatical is identic syntax in tradisional Granma and refers to certain structure which is used to express certain meaning.

A Ghani Johanalso regues, “Lexicogrammatical adalah tata aturan penulis suatu wacana berdasarkan tata bahasa inggris yang baik”.[25] It means lexicogrammatical is the Grammar of the rules of the authors of a discourse based on good English Grammar.

From definition above can be concluded, lexicogrammatical is tradisional Granma of the rule of the authors in the text.

a)    General Noun

Noun is the name of person, place or thing.[26] Hotben Lingga D says, kata benda adalah kata yang digunakan untuk menamai seseorang, tempat, benda, sifat, ide, atau perbuatan. Kata benda adalah kata yang dogunakan sebagai nama orang, binatang, benda atau nama tempat.[27] It means that noun is the word that is used to accompany someone place, thing, attitude, idea or Action. Noun is the word that used as the name of someone, animal, thing or place.

Bases on definition above, can be concluded noun is the word the refers to a person, place, and thing.

b)    Use of Relational Process

Relasional process involve state of being (including having). They can be classified. According to Linda Gerot and Peter Wingnell “relational process is whether they are being used to identify something”.[28] Relational process merajuk pada kata kerja yang dapat menggambarkan participant atau mengisyaratkan kepemilikan lazimnya relational process terwujudkan dengan penggunaan lingking verbs.[29] It means relasional process is  refers to a verb that can be describe the participant or the ownership of relasional process is realized by the use of lingking verbs.

From definition above, it can be conclude relational process is refer to verb that can be describe the participant and realized linking verbs.

1)      Use of Simple Present Tense

Simple Present Tense is used to talk habitual Action. Michael Payle and Mary Ellen says, “this tense is usually not used to indicate present time.[30] The present tense is tense for description, definition, and statements of general truth.

According to Homby “Simple Present Tense is used to describe the present tense of in active verb that is formed without an auxiliary verb.[31] Jhon says, “Simple Present Tense is expressed that an Action took Place at present in simple form or habitual Action was not relate whith time.[32]

So, it can be concluded that simple present tense was used to show that an Action took Places at present, general truth or an Action was not relate with time. As known that the simple present tense is when a verb is used for event situations in present time.

f.     The Example of Reading Report Text

What Are Clouds?

Cloud are water vapour condensed into minute water particles which floats in masses in the atmosphere. There are the main types of clouds, classified according to the height at which they occur. Clouds were first named by the English chemist Luke Howard in 1803, a pioneer of methodology. The types he named were cirrus, cumulus and stratus.

Cirrus cloud are usually high and appear as delicate whitish threads against a blue sky. Because of their height, they are composed of ice crystals and not of water droplest.

Cumulus clouds typically have a rounded appearance and sometimes reach 20.000 feet into the sky. They are often characterized by having an anvil shape in the center of the cloud.

Stratus clouds are layers of cloud which can form at any height and tend to cover the whole sky. Often, the sky is overcast and the sun is probably completely concealed.

This is the basic grouping of types of clouds. The ever-changing cloud formations are an important aspect of meteorology and clouds can be further described in many ways.

Based on the example of the text, the structural element of report text are:

 

1.      Social Function          : To Inform us about cloud

2.      Generic Structure       :

General Classification	Clouds are water vapour condensed into minute water particles which float in messes i the atmosphere. Three are main types of clouds, classified  according to the heght at which they occur. Cloud Wet First named by the english chemist luke Howard in 1803, a Pioneer of meteorologi. The types he named Wet cirrus, cumulus and stratus.
Description	a)    Cirrus clouds are usually high and appear as delicate whitish threads against a blue sky. Because of their height, they are somposed of ice crystals and not of water droplets. b)   Cumulus clouds typically have a rounded appearance and sometimes reach 20.000 feet into the sky. They are often characterized by having an anvil shape in the center of the cloud. c)    Stratus clouds are layers of cloud which caan form at any height and tend to cover the whole sky. Often, the sky is overcast and the suni s propably completely conceated
Lexicogrammatical Features	a)    General Noun: clouds b)   Use Relatinal Process: Classified, because, c)    Use Simple Present Tense: Cirrus clouds are usually high and appear.[33]

g.      The Assessment of Reading Report Text

Assessments require planning and organization. Assessment is a tool to measure how far the students ability and comprehension of the material. In assessing reading comprehension, there are some indicators. There are: Identifying topic sentence, Identifying main idea, Identifying important information, Identifying vocabulary, Identifying grammar, Identifying conclusion.[34]

According to Arthur Hughes, there are some indicators in reading. There are: Identify the topic sentence, Identify the main idea, Identify kind of the text, Identify vocabulary, Identify grammar, Identify important information, Identify conclusion, Distinguishing fact and opinion[35]

Based on the explanation above it can be concluded the indicator of reading. There are: Identifying topic sentence, Identifying main idea, Identifying important information, Identifying vocabulary, Identifying grammar, Identifying conclusion.

There are some techniques to test reading. Such as: multiple choice, short answer questions, fill-in-the-blank and so on, to measure students reading. But, in this research the researcher choose multiple choice questions.

A multiple choice question test item is usually set out in such a way that candidate is required to select the answer from a number of given options, only one of which is correct. The marking process is totally objective because the marker is not permitted to exercise judgment when marking the candidate’s answer, agreement has already been reached as to the correct answer to each item.[36]

So, in advantages of multiple choice test are the answer have a clear because just there is one the answer of the question. Save a time to correct, and easy to give a score of students based on true or false answer, whereas the disadvantages difficult to make a multiple choice answering and generally students just make a guess to answer the question.

2.    Critical Reading Strategies

a.    Definition of Critical Reading Strategies

There are four skills in English, namely: listening, speaking, reading and writing. According to McWhorter, “Critical Reading is that readers must think about and react what they read and get a writers’ full meaning, readers should go beyond what the authors say and able to consider what they intend, in other side, they need to evaluate or react critically to what the authors say”.[37]

According to Albert in Gardon Wainwright, “Critical Reading is the kind of reading that is done effectively, evaluative, analytic, deeply, and do not just looking for the mistakes only”.[38] As McDonald (as cited in Tomasek), says “Critical Reading as an alternative way of reading that goes beyond the “typical approach to reading such as information processing or personal response”.[39]

According to  Linda Jeffries and Beatrice S. Mikulecky, “Critical Reading refer to critical reading, namely Evaluating web sites, Evaluating Text, Determining the purpose, Recognizing point of view, Recognizing bias”.[40] As Axelrod & Cooper, says “Critical Reading Strategies refer to, Annotating, Previewing, Scan & Skimming, Facts vs. Opinions, Drawing Conclusions, Monitoring One’s Own Comprehension, Summary, Paraphrase, Synthesizing and Questioning that proposed. Most of critical reading strategies are often based on readers’ background knowledge, what readers know from life experiences or from reading other texts”.[41]

Besed on some definition above, it conclude that Critical Reading strategies is  an alternative way of reading that readers must think about their read to get information that author says, such as: making inference, facts, opinions, determining the purpose and recognizing bias.

b.   The Principles of Critical Reading Strategies

There are four principles of critical reading strategies. They are:

1.      Critical reading represents a challenge to the skill-based orientation of many cognitive psychological models which emphasise to building of discrete kinds of abilities based- albeit often implicitly-on some supposed hierarchy of difficulty.

2.      Critical reading does not see non-native speaker readers in their reading of authentic, non-pedagogic text, as necessarily disadvantaged-on the contrary.

3.      Critical reading does not privilege an author’s communicative intent but is concerned with effect.

4.      Critical readers do not just comment metacognitively, showing awareness of the cognitive strategies they make use of, but also metacritically.[42]

 

According to Kurland’s, there are principles of critical reading strategies:

1.      If we think about it, we have been told a lot in general about how to approach reading a text, and surprisingly little about how exactly to find meaning in a text.

2.      The language we learn first, the spoken language, remains our base throughout life. We use the model of spoken communication as the basis for much of our inferences when we read.

3.      Critical reading thus relies on an analysis of choices of content language, and structure.

4.      The choice of content both determines and reflects the overall perspective and understanding.

5.      Probably the single greatest key to critical reading is the realization that critical reading is not concerned with what the examples ere, as with what the example are example of.

6.      Just as authors must choose what to say, they must choose how to say it.

7.      To make sense of the whole, we try to break it into more manageable, and hopefully more meaningful, parts,

8.      Much what we understand-whether when listening or reading-we understand indirectly, by inference.

9.      Reading is an act of inquiry, a search for meaning.

10.  Readers draw on prior knowledge and past experience to infer the appropriate meaning.[43]

The quotations above show that there are ten principle for teaching critical reading strategies, they are  critical reading represents a challenge to the skill-based orientation of many cognitive psychological models which emphasise to building of discrete kinds of abilities based- albeit often implicitly-on some supposed hierarchy of difficulty, critical reading does not see non-native speaker readers in their reading of authentic, non-pedagogic text, as necessarily disadvantaged-on the contrary, critical reading does not privilege an author’s communicative intent but is concerned with effect, critical readers do not just comment metacognitively, showing awareness of the cognitive strategies they make use of, but also metacritically, critical reading thus relies on an analysis of choices of content language, and structure, critical reading is the realization that critical reading is not concerned with what the examples ere, as with what the example are example of, just as authors must choose, what to say, they must choose how to say it, to make sense of the whole, reading is an act of inquiry, a search for meaning, readers draw on prior knowledge and past experience to infer the appropriate meaning.

c.    The Advantages and Disadvantages of Critical reading Strategies

Critical reading strategies is one of the strategy in reading. The strategies have advantages, there are:

1.      Increased comprehension and idea generation

2.      Increased retention

3.      Elimination of unnecessary and timely processes (such as re-reading a  

    text at exam time or re-reading to locate information)

4.      Improved analysis of materials.[44]

According to Maddy Koz, the advantages of critical reading strategies are:

1.      Discover authors’ arguments to understand the text.

2.      Helps to understand more difficult reading assignment and to obtain a better understanding for what was read.

3.      Helps to make opinions and assumptions based on what is read.

4.      Helps base judgements on evidence.[45]

 

From explanation above, the advantages of critical reading are: increase comprehension and idea, discover authors’ arguments to understand the text, to help make opinions and improve analysis of materials.

According to Catherine Wallace, the disadvantages of critical reading strategies are:

1.      Critical reading is not possible.

2.      Critical reading is not only fundamentally unfeasible.

3.      Critical reading is redundant.[46]

 

According to Micah McDunnigan, the disadvantage of critical reading is Critical reading is not a fast process.[47]

From the quotation above the disadvantages of critical reading are: critical reading is not a fast process it means used a long time, critical reading is not only fundamentally unfeasible it means to engage in it are unethical. Critical reading is redundant it means to see the way text position.

d.   Steps of Critical Reading Strategies

There are some steps that we can be used in teaching and learning process. According to Salisbury, the steps of critical reading strategies. They are:

1.      Previewing

2.      Contextualizing

3.      Questioning to understand and remember

4.      Reflecting on challenges to your beliefs and values

5.      Outlining and summarizing

6.      Evaluating an argument

7.      Comparing and contrasting related reading.[48]

                                                                         

In another source, said that are three steps of critical reading strategies. Thay are :

1.      Reading with a purpose

2.      Pre-reading and reading strategies

3.      Summarizing information.[49]

Based on explanation above, the researcher concluded they are steps for critical reading strategies. They are:

1)   Previewing

it means to learning a text before really reading, to get a sense of what the text is about and how it is organized before reading it closely, to grasp a certain message, to find important detail, to answer a specific question, to evaluate what you are reading, to apply what are you reading and to be entertained.

2)   Contextualizing

It means to know and value from living a particular time, place, historical, biographical, cultural context from the text.

 

 

3)   Questioning to understand and remember

It means to ask questions about the context from the text. The questions focus on main idea.

4)   Reflecting on challenges to your beliefs and values

It means to examining your personal responses, to challenge the attitudes, unconsciously held beliefs, or position on current issue.

5)   Outlining and summarizing

It means to identifying the main ideas and restating them in your own words. Outlining reveals the basic structure of the text and annotating process.  Summarizing is being able to distinguish between the main ideas and the supporting ideas and example. Summarizing begins with outlining, but instead of merely listing the main ideas, a summary recomposes them to form a new text.

6)   Evaluating an argument

It means testing the logical of a text as well as its credibility and emotional impact, and to recognize every assertion as an argument that must be carefully evaluated. An argument has two essential part, they are a claim and support. The claim asserts a conclusion an idea, an opinion, a judgment, or point of view, that the writer wants you to accept. The support includes reasons (shared, beliefs, assumptions, and values) and evidence (fact, examples, statistic and authorities) to give the readers the basis for accepting the conclusion.

7)   Comparing and contrasting related reading

It means exploring likenesses and differences between texts to understand the better.

3.      Conventional Strategy

a.    Definition of conventional Strategy

Conventional Strategy is a traditional way that is used by a teacher in teaching and learning process. Conventional Strategy is the strategy or the way that usually used by the teachers to teach the text to students.[50] According to Hudson that conventional strategy is the strategy used by the teachers based on mutual agreement in a school.[51] So, the researcher concludes that conventional strategy is the strategy used by a teacher in common ways.

b.   The Advantages and Disadvantages of Conventional Strategy

Conventional or traditional teaching is concerned with the teacher being the controller of the learning environment. The teacher actually is the leader in the class. Actually, using conventional (Lecture) strategy are many advantages and disadvantages in teaching and learning process.

The advantages of conventional (Lecture) strategy as follows:

1)      In short time, teacher is able to convey the material as many as possible.

2)      The organization of class more simple

3)      Teacher an handle overall of the class

4)      Teacher easy in prepare the material and convey it to the student.[52]

Then, According to Andrean, the advantages of conventional strategy are:

                                                  1)      Conventional is a method that is cheap and easy.

                                                  2)     Conventional can present subject matter is broad.

                                                  3)     Conventional can provide material points which need to be highlighted.

                                                  4)     Through conventional teachers can control the state of the class, because class is the responsibility of who teachers explain.

                                                  5)     Class organization by using conventional can be set to be more simple.[53]

Based on the quotation above the conventional strategy are many advantages in teaching learning strategies. The advantages of conventional strategy are able to convey the material as many as possible in short time, the teacher easy to prepare the material, the teacher can control the state of the class, and the teacher focus on students.

The advantages of conventional (Lecture) strategy as follows:

1)      Teacher is difficult to know the students’ comprehension about the material that had been given.

2)      This strategy can make the students become passive students.

3)      This strategy can make students easy to feel bored.[54]

The disadvantage of conventioanl strategy, Andrean says:

1)        Material held by students from the explanations will be limited to controlled teachers.

2)        Conventional are not accompanied by demonstrations could lead to the occurrence of verbal;

3)        Teachers who lack the ability to speak good, conventional often regarded as tedious method;

4)        Through Conventional, it is very difficult to know whether all the students already understand what is being described or not.[55]

 

Based on the researcher concluded the disadvantages of conventional strategy are easy for students boring in class, make students lazy, very difficult to know whether all the students already understand what is being described or not.

c.    Steps of Conventional Strategy

There are many strategies that we can be used in teaching and learning process. One of them is conventional or traditional strategy. Conventional strategy can be divided into some strategy, such as: lecture strategy, problem solving, homework, recitation, demonstration, and so on.[56]

From those strategy, there is strategy that is often used by the teacher, such a lecture strategy or teacher-centered. It is conventional strategy because it has been used for a long time in teaching and learning process. In this strategy, the teacher usually gives all of the explanation of the materials or it is a teacher centered. This conventional strategy sometimes will make the students be easier to feel bore and difficult to understand the material in learning process.

There are some steps of Conventional (Lecture) strategy, they are:

1). Preparation phase

a.    Formulate goals to be achieved.

b.    Determine the main points of the material to be explain.

c.    Prepare tools.

2). Implementing Phase

a.    Steps Opening

i)     Make sure that students understand the objectives to be achieved.

ii)   Do apersepsi steps, that is step thinking the subject matter and the material that will be delivered.

b.    Steps Presentation

i)     Maintain continuous eye contact with students

ii)   The use of communicative language and easily digestible students

iii) Present learning materials in systematic, no bounding to be easily captured by the students.

iv) Respond to immediate students responses.

v)   Keep the class conducive and exciting to learn.

3). Ending or Closing Phase

a. Guide students to draw conclusion or summarize the subject matter.

b. Stimulate students to be able to respond or provide some review sessions of learning material that have been submitted.

c. Conduct an evaluation to determine that students ability to master the learning material that had just delivered.[57]

 

In another source, said that there are steps that steps of Conventional (Lecture) strategy classroom, they are:

1)   Opening Phase

a.    Formulate goals to be achieved

b.    Determine the main points of the material to be explain

c.    Prepare tools

2)   Presentation Phase

a.    Maintain continuous eye contract with students

b.    Present learning materials in systematic, no bounding to be easily captured by the students.

c.    Respond to immediate students response.

d.   Keep the class conductive and exciting to learn.

3)   Closing Phase

a.    Giving conclusion of subject matter

b.    Evaluate the students ability in learning process by given a test based on the subject matter that have been learned.[58]

 

Based on the explanation above, there are three steps procedure of Conventional (Lecture) strategy, they are: preparation/ Opening phase, Implementing phase and ending or Closing Phase. The first, in preparation phase a teacher open the class with formulate the objectives to be achieved, determine the main points of the material will be explain, and preparing tool. The second, in Implementing phase a teacher gives and explain the material. The third, in ending or closing phase a teacher gives a task or exercise for evaluating the students comprehension or ability about the material that have been learned by the teacher.

B.  Review of Related Findings

Researcher was study about certain object to find out new facts about it. There have been many researches done regard to this research. And the writer found some related researcher such as:

First, Lonni Nur Iffah Nasution “The Effect of Cooperative Integrated Reading Composition (CIRC) Strategy on Students’ Reading Comprehension at XI Grade of MAN 1 Padangsidimpuan”. The concluding of her research, there is the effect of CIRC strategy on reading comprehension, where the mean score of experimental class is 73.40 and control class is 67.85 with t_count higher than t_table(2.780> 2.021). So, the application of CIRC strategy is better, effective and efficient than conventional strategy.[59]

Second, Khoridah “The Effect of STAD (Student Teams Achievement Divison) on Students’ Reading Comprehension at Grade VIII SMP Negeri 5 Padangsidimpuan.” The concluding of her research, there is the effect of STAD on students’ reading comprehension, where the mean score of experimental class is 72.55 and control class is 66.64 with t_count higher than t_table (1.718 >1.671). So, the implication of STAD is better achievement in teaching reading comprehension than conventional technique.[60]

Third, Rafika Sa’adah Siregar “The Effect of Determining Main Ideas Strategy On Students’ Reading Comprehension at Grade VIII SMP Negeri 5 Padangsidimpuan.” The concluding of her research, there is the effect of STAD on students’ reading comprehension, where the mean score of experimental class is 81.15 and control class is 70.3 with t_count higher than t_table (32.35>2.000), So, the implication of STAD is better achievement in teaching reading comprehension than conventional technique.[61]

The last, Hermita Harianja, her thesis is “The Influence of Critical Reading Strategies Mastery on Students’ Reading Comprehension at English Education Study Program State College for Islamic Studies Padangsidimpuan”. The purpose of the research is examination the influence of critical reading strategies mastery on students’ reading comprehension at English Education Study Program State College for Islamic Studies Padangsidimpuan, and the kind of this research was quantitative analysis, and using product moment. Then, the conclusion are: in mastering of critical reading strategies was “high” by getting mean score were 75. 47.   While in comprehending the text or reading comprehension at fourth grade of students at English Education study program was “high” by getting mean score were 67.86. The correlation product moment r_xy were 15.93. The significant correlation level was done by locking r_tabel (rt) on significant level 5% was 0.224 an on significant level 1% was 0.317. It meant there was significant o influence of critical reading strategies mastery on students’ reading comprehension[62].

C.  The Conceptual of Framework

Reading is interactive skill between the reader and with the text to getting comprehension. Report text is to getting information about something such as things, peoples, and animals. The successful of teaching reading report text depend on many factors. One of them is how the teacher chooses the suitable strategy in a classroom.

Critical Reading strategies are an alternative way of reading that readers must think about their read to get comprehending and information that the text their read such as: making inference, facts, opinions, determining the purpose and recognizing bias. Reading is the interactive skills between the reader and the text. Reading is process of organ of speech to produced sound.

Conventional strategy is a strategy that the use the teacher teaching in the classroom, for teaching listening, speaking, reading and writing which the teacher as facilitator three phase technique consist of pre reading, while reading and post reading.

Base on the literature review of related theories above, conceptual framework need to be figured to explain more about the theories used. Here is the conceptual framework related to the theory:

 

 

 

 

  

 

 

Many students in class still did not reach the target of Minimum Mastery Criterion (KKM) it was 75 score.

 

                                                                                                                             

Critical reading strategies to increase on reading report text.

Pre-test

Control Class with Conventional strategy (Class XI IPA 2)

Experiment class with Critical Reading Strategies (Class XI IPA 3)

 

 

 

 

 

 

                                                                                                                             

Post-test

Hypothesis

 

 

 

H0 = Rejected

Ha = Accepted

                                                                                                                             

D.  Hypothesis

L.R. Gays, “A hypothesis is a researchers’ tentative prediction of result of the research findings. It states the researcher’s expectation concerning the relationship between the variables in the research problem”.[63] The hypothesis of this research is state that: “Using Critical Reading Strategies is significant effect on reading report text at grade XI SMA N 1 Siabu”.

 

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