sequencing strategy

7/25/2019 Sequencing Strategy

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Running Head: THE EFFECT OF SEQUENCING STRATEGY 1

The Efect o Seuencing St!ateg" on Student#$ Reading

Co%&!ehen#ion at 'A Ha#anah (e)an*a!u

Ri+)" Yo,anda

State I#,a%ic Uni-e!#it" o Su,tan S"a!i .a#i% Riau


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THE EFFECT OF SEQUENCING STRATEGY /

A*#t!act

The de#ign o thi# !e#ea!ch 0a# Qua#i E2&e!i%enta, Re#ea!ch3 The

&o&u,ation o thi# !e#ea!ch 0a# a,, o the #econd "ea! #tudent#3 The

!e#ea!ch 0a# ad%ini#te!ed at 'A Ha#anah (e)an*a!u3 The #u*4ect 0a#

the #econd "ea! #tudent# at 'A Ha#anah (e)an*a!u5 and the o*4ect o thi#

!e#ea!ch 0a# the efect o Seuencing St!ateg" to0a!d #tudent# !eading

co%&!ehen#ion3 The tota, nu%*e! o &o&u,ation 0a# 66 #tudent#3

7ecau#e the nu%*e! o &o&u,ation 0a# #%a,,5 the 0!ite! u#ed tota,

#a%&,ing5 *" ta)ing 8I I(A a# e2&e!i%ent c,a## and 8I I(S a# cont!o, c,a##3

To ana,"+e the data5 the 0!ite! ado&ted inde&endent #a%&,e tte#t o!%u,a

*" u#ing #ot0a!e S(SS 193 Ate! ana,"+ing the data5 the 0!ite! ound that

th!e i# #ignicant efect o Seuencing St!ateg" to0a!d #tudent# !eading

co%&!ehen#ion o the #econd "ea! #tudent# at 'A Ha#anah (e)an*a!u5

0he!e T #ho0# 639/; at #ignicant ,e-e, /5 and at ,e-e, o

1=5 it #ho0# /3?/3 Thu#5 nu,, h"&othe#i# @Ho i# !e4ected5 and a,te!nati-e

h"&othe#i# @Ha i# acce&ted 0hich #ho0# /3>/B 639/; /3?/3

Keywords: Seuencing St!ateg"5 Reading Co%&!ehen#ion


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THE EFFECT OF SEQUENCING STRATEGY D

The Efect o Seuencing St!ateg" on Student#$ Reading Co%&!ehen#ion

at 'A Ha#anah (e)an*a!u

Reading i# &o0e!5 *ut o! #tudent# to *e,ie-e that !eading i# &o0e!5

0e %u#t &ut the% in &o#ition to e2&e!ience the &o0e! o !eading3 That

%ean# the" %u#t do ta#)# and acti-itie# that de%on#t!ate the &o0e! o

!eading @uf"5 />>;3 Reading co%&!ehen#ion in-o,-e# #t!ategic

&!oce##ing o ,anguage and conce&t# #tudent# %u#t *e a*,e to ta)e in

ino!%ation !o% 0!itten ,anguage5 o!gani+e that ino!%ation in ,ogica,

%anne!5 and con#t!uct %eaning !o% that ino!%ation @O!ti+ and Reid5

/>>93 Reading co%&!ehen#ion i# the &!oce## *" 0hich the &e!#on

unde!#tand# the %eaning o 0!itten ,anguage5 Tan)e!#,e" @/>>D #tated

that !eading co%&!ehen#ion i# the &!oce## o #i%u,taneou#," e2t!acting

and con#t!ucting %eaning th!ough inte!action and in-o,-e%ent 0ith

0!itten ,anguage3 So5 in !eading acti-it" a !eade! #hou,d *e a*,e to

unde!#tand 0hat #he o! he !ead# 0ithout )no0ing the content o the

!eading the %ate!ia,3

E,i+a*eth @/>>6 !e&o!ted that Co%&!ehen#ion i# the &!oce## o

de!i-ing %eaning !o% connected te2t3 In in-o,-e# 0o!d )no0,edge

@-oca*u,a!" a# 0e,, a# thin)ing and !ea#oning3 7a#ed on e2&,anation

a*o-e5 the 0!ite! conc,ude# that co%&!ehen#ion i# the &!oce## in 0hich

the !eade! *!ing# hi# o! he! &!io! )no0,edge to inte!act 0ith the 0!itten

te2t3 Reading co%&!ehen#ion i# not ea#" to do *ecau#e in !eading &!oce##


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THE EFFECT OF SEQUENCING STRATEGY 6

the !eade! not on," !ead# the 0o!d#5 #entence#5 &a!ag!a&h#5 and te2t# *ut

a,#o #hou,d co%&!ehend 0hat the content o !eading i#3

7a#ed on the 0!ite!$# o*#e!-ation on u," />1/ in 'A Ha#anah

(e)an*a!u5 the #tudent# in 'A Ha#anah (e)an*a!u ha-e dicu,tie# in

co%&!ehending !eading te2t3 The #tudent#$ a*i,it" in !eading i# #ti,, a!

!o% the cu!!icu,u% e2&ectation3 It i# #een !o% #o%e &heno%enon5 #o%e

o the #tudent# ha-e dicu,tie# in nding actua, ino!%ation on !e&o!t

te2t5 #o%e o the #tudent# ha-e dicu,tie# nding the %ain idea on !e&o!t

te2t5 #o%e o the #tudent# ha-e ,i%ited -oca*u,a!ie# 0hich cau#e

dicu,tie# in unde!#tanding !e&o!t te2t5 #o%e o the #tudent# ha-e

dicu,tie# in identi"ing !ee!ence on !e&o!t te2t5 #o%e o the #tudent#

ha-e dicu,tie# in identi"ing ine!ence on !e&o!t te2t3

F!o% the &heno%ena a*o-e5 inc!ea#ing #tudent#$ !eading

co%&!ehen#ion need# an a&&!o&!iate #t!ateg" to #o,-e the #tudent#$

&!o*,e%#3 In thi# ca#e5 the 0!ite! 0ant# to a&&," a #t!ateg" that 0i,, he,&

the #tudent# to inc!ea#e thei! a*i,it" in !eading3 The na%e o that #t!ateg"

i# Seuencing St!ateg"3 Seuencing #t!ateg" i# the &!oce## o &utting

#to!" e-ent# in the o!de! in 0hich the" occu!!ed3 Teache! %a" !ecogni+e

thi# conce&t a# o!de! o e-ent3 Thi# #t!ateg" he,& #tudent# *egin to

unde!#tand ho0 the e-ent# in a #to!" a!e !ecogni+ed5 and the i%&o!tance

that o!de! ha# on a te2t3 Thi# #t!ateg" i# #u&&o!t co%&!ehen#ion o

#euence *" o!de!ing #eg%ent# o te2t into one cohe!ent &iece o 0!iting3

ea!ne!# !eect on and the!e*" identi" the &!oce##e# 0hich the" u#ed to

!each the end &!oduct3


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THE EFFECT OF SEQUENCING STRATEGY D; Fai,

Participant

The &a!tici&ant o thi# !e#ea!ch 0a# the #econd "ea! #tudent# o 'A

Ha#anah (e)an*a!u in />1//>1D acade%ic "ea!#3 The" 0e!e containing

66 #tudent# and de-ided into t0o c,a##e#3

Ta*,e 1

The Total Participant o the Second !ear Students o "# $asanah

Pe%an&aru '()*-'()+

N

o

C,a## Tota,

1 8I I(A //

/ 8I I(S //

Tota, 66

Material

Before the tests were given to the sample of this research, both of the tests were tried

out to 22 students of the second year students in the social program. The purpose of the try


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THE EFFECT OF SEQUENCING STRATEGY J

out was to obtain validity and reliability of the test. Hughes (2003 stated that the test is said

to be valid if it measures accurately what it is intended to measure. !t was determined by

finding the difficulty level of each item. "ccording to "ri#unto ($%%& the formula of item

difficulty is as follows'

The standard level of difficulty used is 0.30 and ) 0.&0. !t means that an item is

accepted if the level of difficulty is between 0,30*0,&0 and it is re+ected if the level of

difficulty is less than 0,30 ( the item is too difficult and over than 0,&0 (the item is too easy.

The proportion of correct is represented by p-, whereas the proportion of incorrect is

represented by -.

Ta*,e /

The Students are #&le to ,ind ,actual normation o .eport Te/t

La!ia*,

e

Finding Factua, Ino!%ation N

Ite%

No3

D 9 1< 1; / 11 16 1/( >39D9 >363< >39D9 >33D96 >33< >3D96 >36


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THE EFFECT OF SEQUENCING STRATEGY ;

Based on the table, the item numbers of uestion for finding factual information are 3,

/, $, $%, and 2. !t shows that the proportion of correct answer for finding factual

information of test item number 3 is 0./3/, the proportion of correct answer for test item / is

0.11, the proportion of correct answer for test item $ is 0., the proportion of correct

answer for test item $% is 0./3/ and the proportion of correct answer for test item 2 is 0.1.

Then based on the standard level of difficulty, all items for finding factual information or p-

is )0.30 and 0.&0. o, the items of finding factual information are accepted.

Ta*,e 6

The Students are #&le to dentiy "ain dea o .eport Te/t

La!ia*,

e

Identi"ing 'ain Idea o Re&o!t Te2t N

Ite%

No3

1 ; 1D 1? /1//

Co!!ect 1D 1> 1D ; ;( >3 >363 >36>; >36>;Q >36>; >336>; >3 >3

Based on the table, the item numbers of uestion for identifying main idea are $, %,

$3, $&, and 2$. !t shows that the proportion of correct answer for identifying main idea of test

item number $ is 0.%0&, the proportion of correct answer for test item % is 0.11, the

proportion of correct answer for test item $3 is 0.%0, the proportion of correct answer for test

item $& is 0.10% and the proportion of correct answer for test item 2$ is 0.10%. Then based on

the standard level of difficulty, all items for identifying main idea or p- is )0.30 and 0.&0.

o, the items of identifying main idea are accepted.

Ta*,e


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THE EFFECT OF SEQUENCING STRATEGY 1>

The Students are #&le to 0ocate "eaning o 1oca&ulary o the

.eport Te/t

La!ia*,e ocating 'eaning o Loca*u,a!" o the

Re&o!t te2t

N

Ite% No3 6 J 16 1J /6//Co!!ect J 1/ 11 ; 1>

( >3D9D >33< >36>; >3639D9 >363< >3; >3


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Based on the table above, the item of uestion about the reference are 2, &, $2, 20, and

22. !t shows that the proportion of correct answer for identifying reference of test item

number 2 is 0.%0, the proportion of correct answer for test item & is 0.1, the proportion of

correct answer for test item $2 is 0.%0, the proportion of correct answer for test item 20 is

0. and the proportion of correct answer for test item 22 is 0.10%. Then based on the standard

level of difficulty, all items for identifying reference or p- is )0.30 and 0.&0. o, the items

of identifying reference are accepted.

Ta*,e ?

The students are #&le to dentiy nerence o the .eport Te/t

La!ia*,

e

Identi"ing Ree!ence o Re&o!t the Te2t N

Ite%

No3

< 1> 11 19 /D//

Co!!ect ; ; 11 ; 1/( >36>; >36>; >3< >36>; >33 >3 >3< >3 >36


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THE EFFECT OF SEQUENCING STRATEGY 1/

indication of how accurate the test scores are. !t is clear that reliability is used to measure the

uality of the test scores and the consistency of the test.

6alculation of reliability uses various #inds of formula. They are pearman*Brown

formula, 7lanagan formula, 4ulon formula, Hoyt formula, "lfa formula, 8uder 4ichadson 20

formula and 8uder 4ichadson 2$ formula (4iduwan, 20$0. 7rom all of these formulas, the

writer then used the Hoyt 7ormula to calculate the reliability of the test. The formula is as

follows'

r11 = 1

(VsVr)

r11 ' !nstrument reliability

Vs ' 9ariance of remains

Vr ' 9ariance of 4espondents

6alculation of reliability used the Hoyt 7ormula to calculate the reliability of the test.

The formula is as follows'

r11 =

1(VsVr)Based on the data the writer got'V

s ' 0.22

Vr ' 0.&/

r11 =

1(VsVr)

M1( 0.220.76 )

M >3?19


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THE EFFECT OF SEQUENCING STRATEGY 1D

Ate! ana,"+ing the !e,ia*i,it" 0hethe! the te#t i# !e,ia*,e o! not5 the

-a,ue or11 %u#t *e co%&a!ed 0ith ! &!oduct %o%ent3 The -a,ue o

r11 i# %u#t *e highe! than ! ta*,e3 F!o% the ca,cu,ation a*o-e the -a,ue

or11 i# >3?193 Then the #ignicant the ! ta*,e at 36>63 Khi,e ! ta*,e at 1= g!ade o #ignicance i# >363 On the othe! 0o!d5 the

in#t!u%ent i# !e,ia*,e *ecau#e the -a,ue or11 i# highe! than ! ta*,e3

!n order to find out whether there is significant difference of using euencing

strategy toward students: comprehension in reading, the data should be analy;ed by statistical

method. The techniue of data analysis in this research used T*test and has been analy;ed by

software of N2 2

tatistical hypothesis'H

o =to t table

Ha =

to ) t table

6riteria of hypothesis'

$. H

o is accepted ifto t table or it can be said that there is no significant difference of

using euencing trategy toward students: reading comprehension on report te5t.

2. H

a is accepted ifto ) t table or there is difference of using euencing trategy

toward students: reading comprehension on report te5t.


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Result

To dete!%ine the #tudent#$ !eading co%&!ehen#ion 0ho a!e

taught *" u#ing Seuencing St!ateg" and the #tudent# 0ho a!e not

taught *" u#ing Seuencing St!ateg"5 the 0!ite! too) the data !o% the

!e#u,t o &o#tte#t !o% *oth c,a##e#3 The data 0e!e o*tained *" u#ing

S(SS 193 The data o %ean5 %edian and #tanda!d de-iation !o% the

&o#tte#t o e2&e!i%enta, c,a## and cont!o, c,a## can *e #een !o% the

o,,o0ing ta*,e:

Ta*,e 1>

"ean3 "edian3 and Standard De4iation o Post-test in e/perimental

and Control Class

'ea

n'edian

Standa!d

e-iation

(o#tte#t o E2&e!i%enta,

C,a##

?J3D

9J>3>> J3?J9

(o#tte#t o Cont!o, C,a##963?

D?>3>> 1>399

No Catego!ie# Sco!e F!euenc" (e!centag

e1 Le!" Good J>1>> 1/ >=

Based on the table %, it can be seen that there are categories for students: reading

comprehension of control class. The freuency of 9ery Aood category is $2 students

(1.1?, the freuency of Aood category is students (3/.3/?, the freuency of nough

category is 2 students (%.0%?, and there is no students who is categori;ed into less and fail

category. The table shows that the highest percentage of students: classification of reading

comprehension is 1.1?. Thus, the ma+ority of the students in control class are classified as

9ery Aood.

Conclusion

Based on the score of t*obtained and gathered from / 13J>//B /3?/3 On the othe! hand

Ft B Fo3


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THE EFFECT OF SEQUENCING STRATEGY /1

There are two conclusions of this research based on the ob+ectives of the research'

$. The first is to find out students: reading comprehension that is taught by using euencing

trategy. "fter conducting the research, the students: reading comprehension is taught by

using euencing trategy of the second year students at @" Hasanah


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THE EFFECT OF SEQUENCING STRATEGY //

4eferences

A!i)unto5 Suha!#i%i3 @1;;?3 Dasar-dasar e4aluasi pendidi%an5 a)a!ta:

7u%i A)#a!a3

@/>>;3 Prosedur penelitian 6 suatu pende%atan pra%te%2

a)a!ta: Rine)a3

7!o0n5 H3 ough,a#3 @/>>>2 Principle o language learning and teaching3

San

F!an#i#co: ong%an3

C!e##0e,,5 ohn K3 @/>>J3 5ducational research planning3 conducting and

e4aluating 7uantitati4e and 7ualitati4e research3 Ne0 e!#e":

(ea!#on (!entice Ha,,3

C!i# To-ani3 @/>>>3 read it &ut dont get it 8comprehension strategy or

adolescent readers5 Co,o!ado: Stenhou#e (u*,i#he!# (o!t,and3

uf"5 Ge!a,d3 @/>>;3 5/plaining reading a resource or teaching

concepts3 s%ills3 and strategies5 Ne0 Yo!) : The Gui,o!d (!e##3

Ga"5 3R and (ete! Ai!i#ian3 @/>>>3 5ducational research6 competencies

or analysis and application3 Ne0 e!#e": (!enticeHa,,5Inc3

Ha!%e!5 e!e%"3 @/>>13 $ow to teach 5nglish3 'a,a"#ia3 (ea!#on

Education ong%an3


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THE EFFECT OF SEQUENCING STRATEGY /D

Ha!tono3 @/>>;3 Statisti% untu% penelitian3 Yog"a)a!ta: (u#ta)a (e,a4a!3

Ha#i*uan5 .a,a"o and '3 Fau+an An#"a!i3 @/>>?3 Teaching 5nglish as a

oreign language 8T5,093 (e)an*a!u: A,a Riau G!aha UNRI (!e##3

I!0in5 udih Ke#t&ha,3 @1;J93 Teaching reading process3 Ne0 e!#e":

(!encite Ha,,3

.,inge!5 annete .5 Sha!on Laughn5 and A,i#on 7oa!d%an3 @/>>?3

Teaching reading comprehension to students with learning

di:culties5 Ne0 Yo!): The Gui,o!d (!e##3

iene%ann5 To!!i O!ti+ and Ro*e!t Reid3 @/>>93 Strategy instruction or

students with learning disa&ilities5 Ne0 Yo!) : The Gui,do!d &!e##3

'u!cia5 'a!ianne Ce,ce3 @/>>13 Teaching 5nglish as a second or oreign

language third edition5 Ne0 Yo!): Hein,e and Hein,e Tho%#on

ea!ning3

Ridu0an3 @/>1/3 ;ela1>3 "etodologi penelitian pendidi%an6 %ompetensi dan

pra%ti%nya5 a)a!ta: 7u%i A)#a!a3

S"a$I5S3 @/>>?3 ,rom paragraph to a research report6 a writing o 5nglish

or academic purposes2 (e)an*a!u5 e%*aga 7i%*ingan 7e,a4a!

S"a Inten#i @7SI3

Tan)e!#,e"5 .a!en3 @/>>D3 The threads o reading6 strategies or literacy

de4elopment>2A,e2and!ia: ASC3


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THE EFFECT OF SEQUENCING STRATEGY /6

Ke#t0ood5 (ete!3 @1;;;3 ?hat teachers needs to %now a&out reading and

writing di:culties5 Can*e!!a: Ace! (!e##3

sequencing strategy

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