Hasanah, Nurul. 2008. The Effect of the Content-Based Summarizing Technique on Reading Comprehension of Narrative Texts of the Twelfth Graders of SMA Negeri 1 Probolinggo. Thesis, Department of English Education. Faculty of Letters. Sarjana Program. State University of Malang. Advisor: Prof. Drs. Bambang Yudi Cahyono. M.Pd, M.A., Ph.D.
Key Words: Content-Based Summarizing Technique, summary-making, reading comprehension, narrative texts
Many students find some problems in reading. A major problem faced by the students in reading texts is that they often do not comprehend the overall ideas of the text even though they feel that the vocabulary and sentence structure have not been major obstacles to understanding. Content-Based Summarizing Technique has been proven to be effective in improving college students’ ability in summarizing reading passage. Based on the previous study of this technique, this technique, that is claimed to be applicable for students of lower level of linguistic knowledge than college students, can be a useful technique to be applied to help students comprehending text. This study was directed to examine the effect of The Content-Based Summarizing Technique on reading comprehension of narrative texts of the twelfth graders of SMA Negeri 1 Probolinggo in terms of the significant difference in understanding the main ideas between students who are taught using Content-Based Summarizing Technique and those who are taught without using Content-Based Summarizing Technique.
A quasi experimental study with nonrandomized control group, pretest-posttest design was conducted to answer whether there is a significant difference on the students’ ability in comprehending texts between the students who were taught by using Content-Based Summarizing Technique than those who were taught without using Content-Based Summarizing Technique. The population and samples of this study were twelfth graders of XII-IA2 and XII-IA3 in SMA Negeri 1 Probolinggo. This study was conducted in three stages: pre-experimental stage, experimental stage and post-experimental stage where the researcher did some preparation in pre-experimental stage; conducted three activities in the experimental stage: pre-testing both the experimental and the control groups, applying the Content-Based Summarizing Technique for the experimental group and post-testing both the experimental and the control groups; and also recorded and analyzed the scores obtained from post test activity in the post-experimental stage.
The data obtained from the test administered were in the form of scores derived from the number of proposition of given passages. The statistical analysis used in this study was the Analysis of Covariance for the students’ scores.
The result showed that there was significant difference in reading comprehension of narrative texts in terms of understanding the main ideas between the twelfth graders of SMA Negeri 1 Probolinggo who were taught using Content-Based Summarizing Technique and those who were taught without using Content-Based Summarizing Technique. The students who were taught by using Content-Based Summarizing Technique achieved better scores than those who were taught without using Content-Based Summarizing Technique. It means that Content-Based Summarizing Technique is effective to comprehend narrative texts in terms of understanding the main ideas.
Based on the findings, it is suggested that Senior High School teachers use Content-Based Summarizing Technique in teaching reading to help students comprehend reading texts and also to help students increase their vocabulary. Besides, the practical suggestions for further study are suggested. First, it is suggested that for further studies, it can be conducted by using other types of text, like descriptive and argumentative. Second, the implementation of Content-Based Summarizing Technique can be combined with peer correction in order to stimulate students’ participation in the process of teaching and learning.