e-mail : srilestari2749@gmail.com
Page 1
AN ANALYSIS OF STUDENTS’ SKILL ON IDENTIFYING SUPPORTING DETAILS IN READING TEXT AT FOURTH SEMESTER STUDENTS OF ENGLISH STUDY PROGRAM IN UNIVERSITY OF PASIR PENGARAIAN Sri Lestari)⃰, Pipit Rahayu¹),Evi Kasyulita²) English Study Program University of Pasir Pengaraian Abstrak Tujuan penelitian ini adalah untuk mengetahui kemampuan siswa menentukan supporting details dalam teks bacaan, yang terbagi atas major supporting details dan minor supporting details. Penelitian ini menggunakan deskriptif qualitative. Temuan dalam penelitian ini yaitu bahwa kemampuan siswa dalam menentukan supporting details dalam kategori lemah dengan rincian 22,86% dalam kategori baik, 25,71% dalam kategori fair, 34,29% dalam kategori lemah, 17,14% dalam kategori sangat lemah. Kemampuan siswa dalam mengidentifikasi major supporting details dalam kategori baik. Dengan rincian 48,57% dalam kategori baik, 45,71% dalam kategori lemah dan 5,71% dalam kategori sangat lemah. Kemampuan siswa dalam mengidentifikasi minor supporting details dalam kategori lemah. Dengan rincian 37,14% dalam kategori baik, 42,86% dalam kategori lemah dan 20% dalam kategori sangat lemah. Kata kunci : Supporting Details, Teks Bacaan, Mahasiswa Semester Empat Abstract The purpose of this research was to know the students’ skill on identification supporting details in reading text, which divided into major supporting details and minor supporting details.This research was descriptive qualitative research. The finding of this research was the students’ skill in identifying supporting details in reading text was in poor category. which detailed 22,86% was good category. 25,71% was fair category. 34,29% was poor category. 17.14% was very poor category. Students’ skill in identifying major supporting details was in good category which detailed 48,57% was in good category. 45,71% was in poor category. 5,71% was very poor category. Students’ skill in identifying minor supporting details was in poor category with detailed 37,14% was in good category. 42,86% was in poor category. 20% was in very poor category. Key words : Supporting Details, Reading Text, Fourth Semester Students
A. Introduction
Reading is receptive skill because readers receive the information using brain to think and transmit it. Reading also can be silent or aloud. When we read we use our eyes to receive written symbols like letters, punctuation, mark, and space. In the reading text we familiar with main idea and supporting details. Both of them is the important component in a paragrapah, because main idea will talk about the point that will discuss in the paragraph, and the supporting details will suport the ideas. Supporting details help the reader to find the mind idea which sometimes not mentioned in
e-mail : srilestari2749@gmail.com
the paragraph. Form of supporting details is sentences which using explain words. Because function of supporting detail is to explain the main idea or the problem. Based on the kind of the text, the place of the supporting detail is different. Supporting detail can in the up of the paragraph or the end of the paragraph. If inductive paragraph, the supporting detail in the end of the sentence but if the deductive paragraph, the supporting detail in the up of the paragraph. In University of Pasir Pengaraian the students learn about reading, they have five levels, start from first semester up to fifth semesters. In each theme of reading discuss different topic. There are study about base of the reading, study about using punctuation and the function, about reference in the reading text,
Page 2
kinds of the sentences, paragraph development, theme, main idea, supporting details, plot and setting. Based on observation while interview the lecturer, In the fourth semester students of english study program university of pasir pengaraian, they have study about analyze main idea and the supporting details from the reading text. Both of them need understanding to be able identification them and pay attention with what the lecturer explain, and do more exercise to train the students find the main idea and supporting details from the reading text. But in the fact, the majority students not be able to differentiate main idea and the supporting details, this is influenced because of less practice. Practice can make the students habitual in the find supporting details or main idea. More practice more perfect this is can make think strength, and make easy to students to find the main idea and supporting details. In the practice also can add the vocabulary. If get the same word in the different text the students have know the meaning of the word. Less understanding meaning of the sentences because less vocabulary If the students if do not have much vocabulary it is sure they will confuse and can not analyze the text because they are not understand the meaning. By doing the practice, they can add their vocabulary because in practice they allow to open the dictionary to translate. Have much vocabulary not only useful in the reading, in the speaking, writing, and listening, vocabulary not lose important too. The students are not concentrate in the study, this are influence the students are not interest to study, also they fell disturb around like crowded outside. Sometimes, they are also not interest with their lecturer so they are not pay attention to the lecturer and can not know what the lecturer explain. The students are not understanding with what the lecturer explain because sometimes the lecturer speak quickly and full of English so many students do not know because less vocabulary. the students busy with their own business at the moment the lecturer explain, also the students do not get attention from the lecturer so they are not interest to study. Attendance of the students also influence to understand the topic because one meeting they are not coming they will much lost the material and not lose important attend of the lecturer, the exercise who give lecturer if they any other business not effective because the students only
e-mail : srilestari2749@gmail.com
copy paste from their friends, so attendance students also the lecturer very influence in teaching and learning process. The aim of this research was to know the students’ skill on identifying supporting details in reading text at fourth semester students English study program Universiti of Pasir Pengaraian. Reading is one of the four language skills that must be mastered by the students in learning a language. Reading has been defined as an active process in which readers shift between sources of information, elaborate meaning and strategies, monitor their comprehension, and use the social context to reflect their response (Othman, journal July 2013 ). It is essential for having reading ability, because we can transfer and develop science, technology and culture by reading. We also get information that is needed. Mickulecky (1996: 1) states that reading is a good way to find out about new ideas, facts and experiences. In real life reading is often part of series of activities, including locating texts and presenting material orally and in writing, even in a class, activities that include speaking and writing are well motivated. However, using reading as gist for a writing, speak, and to provide information. Based on Grellet opinions (2001: 8), reading is an active skill. It constantly involves guessing, predicting, checking and asking oneself question. Then, according to Grabe (2002: 9), reading is the ability to draw meaning from the printed page and interpret this information appropriately. It is supported by Smith (2004: 179) that reading is extracting information from print. It means by reading we are get many information from books. Moreillon (2007: 12) also argues that reading is making meaning from print and from visual information. But reading is not simple. Reading is an active process that requires a great deal of practice and skill. According to McKay (2006: 223) defines that reading involves making meaning from a text. Reading is both process and product. The process of reading involves the interaction between the reader and the text. Meanwhile the product of reading is reading comprehension, it mean understanding what has been read. Then, Linse (2005: 71) states reading comprehension refers to reading for meaning, understand, and entertainment. And also reading is complex cognitive activity that is crucial for adequate functioning and for obtaining information (Zare, journal 2013). It involves higher-order thinking skill and is much more complex than merely decoding specific words.
Page 3
Reading is combined with writing to make précis of information, make notes, integrate information in reports, write critique and etc. Reading and listening are combined naturally when students hear tell of the lesson related to something previously read or to be read and record on the topic and often lead to written output or oral presentation (Grabe and Stoller, 2002). In Reading is receptive skill which takes a big role in mastering English. By having a good ability in reading student will get more information easily (Melani, journal September 2013) it means information from the reading text easy to understand if having good ability. In reading also happen communication between the readers and the text by the some process to get the better information from the text and has main goal is comprehension, it is supported by Erika journal (2012) stated reading is one of the communicative skills, it is involves very complex process. The main goal of reading is comprehension. Comprehension means that understanding the information that words and sentences are communicating. Reading usually means dealing with language messages in written or printed form, it involves processing language messages, hence knowledge of language (Liu, journal September 2010). Then Patel and Jain (2008 : 113) argue reading is not only the source of pleasure and information, but also extending someone’s knowledge. Whoever, reading is useless without comprehension. Reading can not be separated from comprehension. Based on explanation above, concluded, reading is the activity which more thorough to understand the meaning, find the message of the text and reconstruct the idea of the reader. So, in reading process the reader or the students should understand the meaning of language that is used in text in order to they can comprehend to analyze and explain the content of the text by using their own language 1. Purpose of Reading Reading becomes important because it will bring some advantages. By reading, the students will gain a lot of information from various sources that can add their insights to the world and its development. They also get more additional knowledge which has not gained from lessons at school from the teacher's explanations. The information that is obtained can be several information about past, present and future event. More-over about everything that happened or something they do not know before, which will enrich their knowledge about everything.
e-mail : srilestari2749@gmail.com
According to McNamara, D.S (2007) the purpose of reading comprehension is to gain accurate information and to interpret definition about reading. Grabe (2002: 12) also gives 7 concepts of purpose for reading, they are: 1. Reading to search for simple information, It is a common reading ability though some researchers see it as a relatively independent cognitive process. In reading to search, we typically scan the text for a specific of information or a specific word. 2.
Reading to skim quickly, It is not too different with reading to search. It involves, in essence, a combination of strategies for guessing where important information might be in the text, and then using basic reading comprehension skills on those segments of the text until a general idea is formed. 3. Reading to learn from texts, It typically occurs in academic and professional contexts in which a person needs to learn a considerable amount of information from a text. 4. Reading to integrate information, It requires additional decision about the important and supporting information to accommodate from multiple information. 5. Reading to write (or search for information needed for writing) 6. Reading to critique texts Reading to write and reading to critique texts may be task variants of reading to integrate information. Both require abilities to compose academic tasks that call upon the reading abilities needed to integrate information. 7. Reading for general comprehension Reading for general comprehension, when accomplished by a skilled fluent reader, requires very rapid and automatic processing of words, strong skills in forming a general meaning representation of main ideas, and efficient coordination of many process under very limited time constraints. As conclusion, reading is important and giving a lot advantages for students especially. By reading we can get more information, knowledge an also enjoyment. According to Harmer (2007: 99) there are two kinds of reading related to its purpose, those are intensive reading and extensive reading 1. Intensive Reading Harmer (2007: 99) defines that the reading activity focuses to learn composition of the text which is the variants of the text depends on the purpose of the reader. In other words, studying the
Page 4
construction of the text, which has a certain purpose by the reader, can be read intensively. In Addition, Nation (2009: 25) articulates, “Intensive study of reading text can be a means of increasing learners‟ knowledge of language features and their control of reading strategies”. Here, this explanation said that beside detail information that the reader gets through it, intensive reading also makes the reader improves his understanding about language features that are focus on the language that is being used. In summary, intensive reading is reading a text that the reader must pay attention more deeply about the language features. Then, it also needs guidance to help and force the reader to understand it. 2. Extensive Reading Harmer (2007: 99) explains that “the term extensive reading refers to reading which students do often (but not exclusively) away from the classroom.” It means that, the time for reading as usual and can be done wherever the students are beside the classroom. Later, according to Nation (2009: 50), extensive reading “fits into the meaning-focused input and fluency development strands of a course, depending on the level of the books that the learners read”. It means that extensive reading concentrate in meaning and the progress of understanding the book that the reader chooses. Furthermore, Nation (2009: 50) adds “during extensive reading learners should be interested in what they are reading and should be reading with their attention on the meaning of the text rather than on learning the language features of the text. Therefore, to summarize, extensive reading is a kind of reading in which the reader can focus for the value of story in a book not for the specific items of the text. Reading has some components that should be concerned. These components are as guide in comprehending a text, namely: 1. Main idea The main idea of a passage or reading text is the central thought or massage. Jeffries & Mickulecky (1996: 89) argued that main idea is the writer’s idea about the topic which is formed by both the topic and idea. The topic refers to the subject under discussion; the main idea refers to the point or thought being expressed. 2. Detail information According to Jeffries &Mickulecky (1996, p. 150) detail information is all the information story from the text whether general or specific information (explicit or implicit information).It means that, the writer usually tells more about main idea. 3. Understanding Vocabulary
e-mail : srilestari2749@gmail.com
Vocabulary is also an important component to reading comprehension. According to Hansen (2009: 4) vocabulary is as “the knowledge of words and their meanings, it is “the ability to understand and use words to acquire and convey meaning 4. Reference According to Aidinlou (2012) reference is the set of grammatical resources that allow the speaker to indicate whether something is being repeated from somewhere earlier in the text e.g. The word it refers to? He can speak English. The word he in that sentence refers to? 5. Making Inference Inference is a skill where the reader has to able to read between lines. According to Mikulecky (1996: 150) inference is sometime the topic of a text may not be stated anywhere directly. You must look for clues and try to guess what the passage is about. It means that the conclusion reached to have an opinion based on evaluable information and evidence. Furthermore, this research will discuss about one of reading component, that is detail information or other term is called supporting detail. Supporting details are more specific sentences that explain or prove the topic sentence by providing reasons, examples, studies, definitions, etc. Although supporting details can take many different forms, their function remains the same: They help clarify, prove, or suggesta topic sentence Flemming (2011: 242). It is supported by Oshima (1999: 17) that supporting sentence develop the topic sentence. That is, they explain the topic sentence by giving reasons, examples, facts, statistics, and quotation. Dole (2012: 79) supporting details is the details that explains, support and proof for the author’s point, It might consist of examples, statistics, facts, anecdotes, or expert opinion. To locate the supporting details, find the main idea and then look for the information the author uses to explain it in more detail. Sometimes, if a main idea covers more than one paragraph, you will find the supporting details in several paragraphs. Further Scarry (2011: 337) also states a supporting detail is a piece of evidence used by a writer to make the controlling idea of the topic sentence convincing and interesting to the reader. A piece of evidence might be a descriptive image, an example taken from history or personal experience, a reason, a fact(such as a statistic), a quotation from an expert, or an anecdote used to illustrate a point. According to Carter (2012: 336) supporting details are details within a reading because they support the author’s main idea. Thus, supporting
Page 5
details are additional information in a passage that explain or illustrate a main idea. Supporting details which give additional information and are more specifics has some types as stated by Roberta (2008: 253), they are: a. Example. If the mains idea is people in the past used to entertain themselves more than we do today, the supporting details might be example of how they did that, such as: 1) Singing and playing music 2) Dancing traditional dances 3) Telling stories 4) Drawing 5) Writing poetry b. Facts. Facts are forms of information that can be checked for accuracy. If the main idea is American watch television today than they ever did in the past, the supporting facts would state how many hours Americans watch television and perhaps how many television are in American homes. c. Reasons. Reasons answer the question “why”. If a main idea is I hate the show my friends watch, some reasons might be that they are silly, they are always about the same thing, and they are childish. d. Description. Descriptions helps us form pictures in our minds and can help us understand better what the writer is communicating to us. If a main idea is the children were totally absorbed in the video game, the writer may describe scene by saying: 1) Their concentrate was so intense they forgot to blink their eyes. 2) They hunched over the screen as though their lives depended on their virtual really triumphs or failures. 3) They held the excitement of the game in the tension of the muscles in their faces. They did not even look up or respond in any way when their mother called them to dinner. There are two types of supporting details: major and minor. According to Dole (2012: 343), the major details provide the direct proof for the main idea or major details directly support the topic sentence. They also give organizational structure to the paragraph. The minor details give readers extra information about the major details. According to Roberta (2008: 253), major supporting details are the most important examples, facts, reasons, or description that the author gives to support the central ideas or thesis. Frequently, these major supporting points in an essay, article or multiparagraph passage are in the topic sentence of paragraph. Meanwhile, the minor supporting detail are additional points that support major supporting
e-mail : srilestari2749@gmail.com
details. They can give: 1) more information to explain the major supporting details, 2) more examples to illustrate major supporting details, and 3) more specific to make the material more interesting. In some subject, minor supporting details offer important information essential to understanding. Flemming (2011: 251) also states that there are two kinds of supporting details are major and minor. This some key point of them:
Major Details a) Less general than topic or introductory sentences. b) Provide the examples, reasons, statistics, and studies that help make the topic sentence clear and convincing. c) Answer readers’ questions about the topic sentence. d) Must be included in reading notes. Minor Details a) The most specific sentences in the paragraph. b) Further explain major details. c) Repeat key points and add colorful details. d) May or may not be important enough to include in reading notes. B. Research Methodology The design of this research was belong to descriptive qualitative research. The researcher used interview to find out the data about student’s skill in find the supporting detail from the reading text on the fourth semester students of English Study Program at Unversity of Pasir Pengaraian. Interview is one of data collecting technique. Its implementation can be done directly with the interviewees, but also can be done indirectly as provide a list of questions to be answered at the other time. There is one variable in this research, that is supporting detail that will become topic in this research and will discussed the problems who student’s get in the find of the supporting detail. Population is all subject of research (Arikunto, 2006 : 130). The population of the research is all students of fourth semester students of english study program at university of pasir pangarayan , which consist of 35 students. So in this research all population will become the sample. Sample is part of the population that represent the population that will taken (Notoatmojo, 2005). Sample in his research is all of students in fourth semester in English study program at university of
Page 6
pasir pengaraian they are 35 students. In this research using total sampling because total of population less of 100 so all population become sample of research (sugiyono, 2007 : 260). In this research the researcher use instrumentation by using reading test. reading test consist of multiple choice there are 10 questions. C. Findings and Discussion In this research, the researcher used the descriptive qualitative. It was to find out an analysis of supporting detail in reading text at fourth semester students. The study was conducted in University of Pasir Pengaraian the located on Tuanku Tambusai street, Kumu, Desa Rambah. This research was conducted in fourth semester students of English study program in University of Pasir Pengaraian at May 24th until May 28th 2015 about an analysis of supporting details in reading text at fourth semester students of English study program in University of Pasir Pengaraian. The sample of this research were consisted of 35 students. To find out an analysis of supporting details in reading text at fourth semester, the researcher conducted multiple choices. This test researcher asked students about major details and minor details from the passage, the instruments of the test can be seen in appendices. The result was viewed from the score of students. These score was to know the percentage of students who have skill in analysis supporting details in reading text. To analyzed the student’s skill in analysis supporting details the researcher was used manual calculated. After got the score, the researcher was counts the number of score. The researcher also counts up to the total number of total scores. Table.1 The result students’ score in analysis of supporting details N Ran Ability Quali Frequen Percent o ge Level ty cy age Scor e 1 85 - Excelle A 0 0% 100 nt 70 Good B 8 22, 86 % 2 84 3 55 Fair C 9 25, 71 % 69 4 50 Poor D 12 34,29 % 54 5 0Very E 6 17,14 % 49 Poor Total 35 100 %
e-mail : srilestari2749@gmail.com
Diagram.1 students’ score in analysis supporting details 12 10 8 6 4 2 0
Table.2 The analysis of students identifying major supporting details N o
1 2
3 4
5
skill
Ran ge Sco re 85 100 70 84
Abilit y Level
Qual ity
Freque ncy
Excell ent Good
A
0
B
17
55 69 50 54
Fair
C
0
Poor
D
16
0 49
Very Poor
E
2
Total
35
in
Per cen tag e 0 % 48, 57 % 0 % 45, 71 % 5,7 1 % 100 %
Diagram.2 students’ score in identifying major supporting details 20 15 10 5 0
Page 7
Table.3 The students’ score in identifying minor supporting details N o
Ran ge Scor e 1 85 100 2 70 84 3 55 69 4 50 54 5 0 49 Total
Ability Level
Quali ty
Frequen cy
Percenta ge
Excelle nt Good
A
0
0%
B
13
37,14 %
Fair
C
0
0%
Poor
D
15
42,86 %
Very Poor
E
7
20 %
35
100 %
Diagram.3 students’ score in identifying minor supporting details 15 10 Quality
5
reasons and did not pay attention characteristics of minor supporting details, they were : the most specifics sentences in paragraph, further explain major details, repeat key points and add colorful details, may or may not be important enough to included in reading notes. An analysis of supporting details in reading text at fourth semester students Based on Hasnan in Aminah formula in previous chapter can be seen the score was in fair category. This was influence the students did not had deep understanding in identifying supporting details in reading text. This conclusion was indicated by the fact there were the average score an analysis of supporting details in reading text was 54, 86. It was into fair category. The students skill in identify major supporting details in reading text at fourth semester based on Hasnan in Aminah formula from 35 students, there were 17 students who got score in good category, but in average score in identifying major supporting details was 60, 71. It was in fair category, it was mean the students skill in identifying major supporting details was in good category. The students skill identifying minor supporting details in reading text at fourth semester based on the Hasnan in Aminah formula from 35 students, who got score in category poor were 15 students. They were more than other categories. The average score in identifying minor supporting details was 54,29. It was into fair category.
Frequency Excellent Good Fair Poor Very Poor
0
D. Conclusion At fourth students of English study program in University of Pasir Pengaraian they did not had deep understanding about major supporting details and minor supporting details. They were only know about supporting details in general. So the result of this research had kinds of category. In major supporting details was good category it was because they can identifying major supporting details from the text and understood characteristics of major supporting details, they were: less general than topics or introductory sentences, provide the examples, reasons, statistics and studies that help make the topic sentence clear and convincing, answer readers’ questions about the topic sentence, must be included in reading notes. minor supporting details was in fair category. It was influence they were answered the questions of minor supporting details without any
e-mail : srilestari2749@gmail.com
References
1. Arikunto, 2.
3.
4.
Suharsimi. 2006. Prosedur Penelitian : Suatu Pendekatan Praktek. Edisi Revisi, PT. Rineka Cipta. Jakarta. Aidinlou, Assadi, Nader. 2012. The Effect of Textual Cohesive Reference Instruction on the Reading Comprehension of Iranian EFL Students. Retrieved from http://www.ccsenet.org/journal/index.php/ije l/article/view/18277. Accessed on 18th, October 2014. Alexander, Roberta. 2008. Joining A Community of Readers: A Thematic Approach of Reading. Boston: Wadsworth Cengage Learning. Boston: Wadsworth Cengage Learning. Dole, G. Ivan. 2012. Activate College Reading. Boston: Wadsworth Cengage Learning.
Page 8
5. Flemming, Laraine. 2011. Reading for
17. Nation, I. S. P. 2009. Teaching ESL.EFL
Result. Boston: Wadsworth Cengage Learning. Grabe, W, & L. F. Stoller. 2002.Teaching and Researching Reading. Harlow: Pearson Education.
Reading and Writing. New York: Routledge: Macmillan Education.
6.
18. Notoatmodjo,
S, 2005. Teknik Pengambilan Sampel. In: Notoatmodjo, S, ed. Metodologi Penelitian Kesehatan. PT. Rineka Cipta. Jakarta
7. Grellet,
8.
Francoise. 2001. Developing Reading Skill: A Practical Guide to Reading Comprehension. New York. Cambrige University Press. Hansen, M. Kristina. 2009. Vocabulary Instruction, Reading Comprehension, and Students Retention. Retrieved from https://www.nmu.edu/sites/DrupalEducation /files/UserFiles/Files/PreDrupal/SiteSections/Students/GradPapers/Pr ojects/Hansen_Kristina_MP.pdf. Accessed on 18th, October 2014.
19. Oshima, Alice. 1999. Writing Academic English 3# edition. New York: Longman.
20. Othman, Moomala. 2013. The relationship between reading comprehension and reading strategies use among Malaysia ESL learners: journal of humanities and social science. Vol.3-No. 13, 87-193.
21. Patel, M.F., & Jain, Praven M. 2008. English Language Teaching (Methods, Tools & Techniques.) Jaipur : Sunrise Publisher
9. Harmer, Jeremy. 2007. The Practice of English Language Teaching. Pearson Education Limited
England:
22. Poerwanti, Endang, et.al, 2008. Asesmen 10. Lines, T. Caroline &Nunan, David. 2005. 11. 12. 13.
14.
Practical English Language Teaching. New York: McGraw-Hill Companies, Inc. Liu, Feng. 2010. A short analysis of the nature of reading. English language teaching journal, volume 3- No.3. McKay, Penny. 2006. Assessing Young Language Learners. Cambridge: Cambridge University Press McNamara, Danielle, S.2007. Reading Comprehension Strategies: theories,interventions, and technologies. New York: Lawrence ErlbaumAssociates, Inc Melani, Et.al, 2013. The effect of using reciprocal teaching toward students’ reading ability of second grade students of SMA N 4 Padang: English language teaching journal, vol.2- No. 1.195-200.
Pembelajaran SD. Direktorat Jenderal Pendidikan Tinggi Departemen Pendidikan Nasional
23. Scarry, Sandra. 2011. The Writer Workplace with Readings: Building College Writing Skills. Boston: Wadsworth Cengage Learning.
24. Smith, Frank. 2004. Understanding Reading 25. 26.
6th edition. New Jersey: Lawrence Erlbaum Associates. Sugiyono. 2007. Statistika untuk penelitian. CV. Alfabeta. Bandung Zare, Pezhman. 2013. Exploring reading strategies use and reading comprehension success among EFL learners: world applied sciences journal, 22 (11): 1566-1571
15. Mikulecky, S. Beatrice. 1996. More Reading Power 2# edition. New York: Pearson Education Inc.
16. Moreillon,
Judy. 2007. Collaborative Strategies for Teaching Reading Comprehension. Chicago: American Library Association.
e-mail : srilestari2749@gmail.com
Page 9
