Jurnal Kependidikan DISCOVERY Vol. 2 No.

1 April 2014

ISSN 2337-7208

THE EFFECT OF SEQUENCING STRATEGY ON STUDENTS READING

COMPREHENSION OF THE SECOND YEAR STUDENT AT SMP N 2
PASIR PENYU
*Sati Juli Ayuri, **Khulaifiyah,**Diyah Ayu Risqiani
**Dosen FKIP Universitas Islam Riau
*Mahasiswi FKIP Universitas Islam Riau
Abstract: This research was an experimental research that was done at the second
grade students of SMP N 2 Pasir Penyu academic year 2013/2014. The purpose of this
research was to obtain the students reading comprehension taught by using sequencing
strategy and not taught by using sequencing strategy. The population of this research
was the second year students of SMP Negeri 2 Pasir Penyu. The sample of this research
were class VIII.3 as experimental group consisted of 28 students and class VIII.2
consisted of 28 students as control group. This research focused on sequencing strategy
of students reading comprehension. The instrument of this research was reading
comprehension test. The results of these tests were taken as data of this research. The
data collection technique that the researchers used to analyze data was t-test.
Therefore, the alternative hypothesis was accepted and the null hypothesis was rejected.
In other word, there was positive effect of students reading comprehension after using
Sequencing Strategy. So, the use of Sequencing is effective on students reading
comprehension of the second year students at SMP Negeri 2 Pasir Penyu.
Key Words: Sequencing Strategy and Reading comprehension.
INTRODUCTION
Reading is power, but for students to believe that reading is power, should be
put in position to experience the power of reading.Reading skill for junior high school,
there is one basic competence that should be achieved by the students of the second
year of junior high school.The students are able to comprehend and give response in
monologue text or essay which is use written language variation accurately, fluently in
the form narrative, descriptive, report, and analytical exposition text.Teaching reading
in school is not separated from reading text, yet in fact, it was difficult for students to
read English text. The difficulties and the obstacles in reading were also faced by
students of SMP N 2 Pasir Penyu. Even though they were taught effectively, but they
tended not to give a good result accoring to curriculum in comprehending reading texts.
The symptoms were some of the students didnot explore their ability in reading.Besides,
the students were still confused of the existence of different text task such as how to get
factual information from the text, identify the meaning and purpose, guessing
vocabulary in the content and identify inference and reference and understand the
conclusion. The third, the students were still less in vocabulary mastery. After, the
student could not read aloud because theywas bad in pronounciation. It made them less
confident.From symptoms above, the researchers realized that the students need some
new strategy to overcome their issues.
According to these issues, the researcehrs decided to limit the problems only
on using a strategy namely sequencing stratery and its effect on students reading
comprehension. In order to make a clear research, the objective of this research was to
find out whether there would be significant effect of Sequencing Strategy on students
1

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reading comprehension of the second year students at SMP N 2 Pasir Penyu. In order to
answer the question, the hypothesis of The Null Hypothesis ( Ho) and The Alternative
Hypothesis (Ha) were needed.
The Nature of Reading
According AD-Heisat (2009:1), reading is essential to students academic
achievement and involves a complicated process. Reading is an activity which involves
thought and texts a purpose. Someone may read for many reasons. He or she may read
in order to gain more knowledge and information, to critique a writers ideas or to get
pleasure. However, reading needs to be improved constantly through practice with
different types well. Readers who have good reading skills will have better
understanding than those who have less reading skills. In addition reading is a dynamic
process in which the reader works actively to construct meaning from the material
(Barton in Bell, 2005:1).In the reading process, readers use reading strategies, linguistic
knowledge along with their background knowledge about the texts topic and structure
to achieve their purpose for reading (Peregoy and Boyle in Ahmad AD-Heisat,
(2009:3). Garner in Ahmad AD-Heisat (2009:3) defines reading strategies as an action
or series of actions employed in order to construct meaning. And Oxford and Crookall
in Ahmad AD-Heisat (2009:3) define strategies as learning techniques, behaviors,
problem-solving or study skill which makes learning more effective and
efficient.According to Nunan (2003:68) reading is a fluent process of readers combining
information from a text and their own background knowledge to build meaning. In
reading text, we read the text from word by word, sentence by sentence, and paragraph
by paragraph go get the meaning of the text.According to Karen,comprehension is a
process, not a product. Readers filter understanding through the lens of their motivation,
knowledge, cognitive abilities, and experiences. Effective readers have a purpose for
reading, and use their background knowledge and experiences to relate to the text.
According to Burnes(1991:45), reading comprehends written discourse. It is an
interactive process, approcess in which the reader engages in exchange of ideas with
author via text. In this context, readers understanding of a text is kind of exchange
ideas with the author. When a reader reads a text, an understanding of the text is created
in the readers mind. The process of contructing a situation model is
calledcomprehension process.
Reading comprehension is dependent on three factors. The firstfactor is that the reader
has command of the linguistic structures of thetext. The second factor is that the reader
is able to exercise metacognitivecontrol over the content being read. This means that the
reader isable to monitor and reflect on his or her own level of understandingwhile
reading the material. The third and most important criterion influencingcomprehension
is that the reader has adequate background in thecontent and vocabulary will be
presents.
The component of reading according to King and Stanley (1989:330) are:
1. Finding factual information.
Factual information requires students to scan specific detail of text. The types of
question can be about reason, purposes, result, comparison, means, identify, times and
amount in with most of the answer can be found in the text.
2. Finding main idea

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Main idea is the main topic that is being discussed in a paragraph. Finding the main
idea is not always in the first sentence, it can be the middle or in the last sentence of the
paragraph. Main idea will help students guess what the paragraph is about.
3. Guessing vocabulary in context
It means the students could develop his/her by relating the meaning of the
unfamiliar words in that is read.
4. Reference
Reference words are repeating the same words or phrase several times, after it has
been used, students can usually refer to it rather than repeat it. Reference words will
help students to understand the reading text, reference words usually short and very
frequently pronouns, such as she, he, it, they, him/her, and many others.
5. Inference
Understanding is the most important in reading comprehension whether is explicit
or implicit messages from the text. Therefore, the students are expected to make
accurate prediction can be made by correctly interpreting the indicators a writers gives.
The Nature of Sequencing Strategy
According to Nunan(2003: 76) strategies are the tools for active, self directed
involvement that is necessary for developing communicative ability. Sequencing is one
of the many strategies that contributes to students' ability to comprehend what they read.
Sequencing refers to the identification of the components of a story, such as the
beginning, middle, and end, and also to the ability to retell the events within a given text
in the order in which they occurred.
Sequencing is the process of putting story sequence procedural in the order in
which they occurred. Teachers may recognize this concept as order of events. This
strategy can help students begin to understand how the sequence in a story
are organized, and the importance that order has on the text. Students might be asked to
identify important sequence from a passage to practice sequencing. Students can be
asked to identify the paragraphs each event can be found in by writing the number of the
paragraph next to each box. In this way, students can easily identify which procedural is
missing.
Based on Education Network Teachervision (2012), states that Practicing
sequencing helps remedy both of these issues and makes this aspect of reading
comprehension second nature. If students are encouraged to identify the parts of a story,
for instance, they will be better able to retell it to someone else, as it is a more
manageable task to think of a story in piecesthe beginning, middle, and endrather
than try to recall it as one large chunk. Sequencing activities also provide an opportunity
for students to examine text and story structure.This strategy can help students begin to
understand how the events of story are recognized, and the importance that order has on
the text in reading process. The students might be asked to identify important events
from a passage to practice sequencing. Sequencing also helps students to think deeply
when reading text by using their feeling and ideas about text. the students will get good
inputs in their learning process by using sequencing strategy.
According to the explanation above, it was thought that this strategy is
considered to be suitable in teaching narrative text.The procedure of Sequencing
Strategy that be adopted in this research was by Roberts(2009) that stated the procedure
of teaching reading by using sequencing strategy are:

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ISSN 2337-7208

a. The teacher Prepare a text, cut into paragraghs or sentences. Glue these into jumbled
order and photocopy for each students or pair of students.
b. The students cut up their copy of jumbled text into piece.
c. As the Important Component, the students read the piece one by one and the students
predict what will come next and than they arrange the pieces into a well ordered text.
d. The teacher help the students to confirm their prediction and do self correcting if the
text does not flow because their prediction is wrong and the students must justify each
placement of the pieces also.
METHODOLOGY
The type of this research was a quasi experimental research type. There were
two variables: independent variable and a dependent variable. In this case, the
independent variable was teaching reading text by using Sequencing strategy and
dependent variable was the results of teaching reading by using Sequencing Strategy. In
this research, the sample was divided into two groups: an experimental group and
control group. The teaching reading by using sequencing strategy was as experimental
and the teaching without sequencing strategy was as the control group.
The Population of this research is the second year students at SMP N 2 Pasir
Penyu in 2013-2014 academic years. Meanwhile, the sample of this research was 56
students consisted of 2 classes for both experimental and control class.
The Instrument of Research
In this study, the researchers used two series of test, pre-test and post-test, that
was used as research instrument to get the score of the students. The pre-test was used
to determine students reading comprehension before getting the treatment, and post test
was used to determine students reading comprehension after getting the treatment.1.
Pre-test
The instrument of this research was reading test in form of essay test. The test
consisted of five reading test with 25 questions in various topics. Before treatment, the
students in experimental and control group would be given pre-test. The purpose was to
know the students reading comprehension in teaching Narrative text before treatment.
Pre-test was conducted for first meeting. The test consisted of five Narrative texts.
2. Post-test
After treatment had been done, the researchers gave post-test to the students. It was
aimed to know whether there would be effect on students reading comprehension in
Narrative text by implementing Sequencing strategy. It was done to figure out whether
there would be or no significant or result between these groups.
Both pre-test and post test were given by same materials. It consisted of five
parts of the test target. They were: analysis characters, finding the theme, finding
setting, guessing vocabulary in context and to know the ending. The totals of questions
were 25.
Technique of Data Analysis
In order to find out whether there was significant effect of using Sequencing
strategy on students comprehension in reading Narrative text, the data should be
analyzed by statistical method. The technique of data analysis used in this research is as
bellow:To find the individual score of student

Jurnal Kependidikan DISCOVERY Vol. 2 No. 1 April 2014

(Wayan and Sunartama, 1986:76)

Where:
P = individual score
X = correct answer
1. N = Number of questionTo find out the standard Deviation (
=
Where:
=the average of score
= the number of students score
N = the number of students in experimental group
(J.D. Brown, 1991:66)
2. To find out the variance
Variance =
Where:
= total score
N = number of students
I = constant Number
(Hatch and Farhady, 1982)
3. To find out the result of Standard Deviation
SD =
Where :
SD
= standard deviation
(X X) = sigma of individual deviation of students score
N = the number of students in each group
1 = constant number
(Hatch and Farhady,1982)
4. The final step was To find out the t-test
Tobs
Where:
T = the t-value (t-test)
Xe = the average score of experimental group
X c = the average score of control group.
To find out degree of freedom the following formula is used:
Df=(Ne-1)+(Nc-1)
Where:
Df= degree of freedom
Ne= the number of respondent in experimental group
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Nc= the number of respondent in control group

1=constant number
(Hatch and Farhady, 1982:111)
If the value t-calculated is smaller than t-table, there is significant or null
hypothesus is rejected. Vice versa, if the value t-calculated is bigger than value t-table,
it means there is no significant or alternative hypothesis is accepted.
FINDINGS AND DISCUSSION
After gathering and analyzing the whole data, the researchers served the data
completely as below:
The result of Pre-Test Experiment Class
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28

Name
Sample 1
Sample 2
Sample 3
Sample 4
Sample 5
Sample 6
Sample 7
Sample 8
Sample 9
Sample 10
Sample 11
Sample 12
Sample 13
Sample 14
Sample 15
Sample 16
Sample 17
Sample 18
Sample 19
Sample 20
Sample 21
Sample 22
Sample 23
Sample 24
Sample 25
Sample 26
Sample 27
Sample 28

X1
32
36
24
32
36
40
44
16
20
16
32
20
24
48
44
24
56
36
32
28
44
36
16
48
36
16
20
40

Total

896

X
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32

X1-X
0
4
-8
0
4
8
12
-16
-12
-16
0
-12
-8
16
12
-8
24
4
0
-4
12
4
-16
16
4
-16
-12
8

(X1- X)2
0
16
64
0
16
64
144
256
144
256
0
144
64
256
144
64
576
16
0
16
144
16
256
256
16
256
144
64
3392

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Based on table, it could be seen that the calculation of the students score of pre-test of
experimental class was 896. The average of the studentss score was 32 and varience of
the data 125,62 and standard of deviation was 11,20.
The Pre-test Result of Control Class
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28

Name
Sample 1
Sample 2
Sample 3
Sample 4
Sample 5
Sample 6
Sample 7
Sample 8
Sample 9
Sample 10
Sample 11
Sample 12
Sample 13
Sample 14
Sample 15
Sample 16
Sample 17
Sample 18
Sample 19
Sample 20
Sample 21
Sample 22
Sample 23
Sample 24
Sample 25
Sample 26
Sample 27
Sample 28
Total

X1
24
24
20
36
16
32
20
28
20
28
28
16
52
20
32
24
24
40
48
24
40
16
28
24
32
32
16
16
760

X
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14
27,14

X1-X
-3,14
-3,14
-7,14
8,94
-11,14
4,94
-7,14
0,94
-7,14
0,94
0,94
-11,14
24,94
-7,14
4,94
-3,14
-3,14
12,94
20,94
-3,14
12,94
-11,14
0,94
-3,14
4,94
4,94
-11,14
-11,14

(X1-X)2
9,85
9,85
50,97
79,92
124,09
24,40
50,97
0,88
50,97
0,88
0,88
124,09
622,00
50,97
24,40
9,85
9,85
167,44
438,48
9,85
167,44
124,09
0,88
9,85
24,40
24,40
124,09
124,09
2459,83

Based on table, it could be seen that the calculation of students score for pre-test of
control class was 760. The average of students score was 27,14 and varience was 91,10
and standard deviation was 9,54.
.The Post-test Result of Experiment Class
No
1
2
3

Name
Sample 1
Sample 2
Sample 3

X1
56
80
72

X
76,85
76,85
76,85
7

X1-X
-20,85
3,15
-4,85

(X1- X)2
434,72
9,82
23,52

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4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28

Sample 4
Sample 5
Sample 6
Sample 7
Sample 8
Sample 9
Sample 10
Sample 11
Sample 12
Sample 13
Sample 14
Sample 15
Sample 16
Sample 17
Sample 18
Sample 19
Sample 20
Sample 21
Sample 22
Sample 23
Sample 24
Sample 25
Sample 26
Sample 27
Sample 28
Total

84
84
84
56
56
80
76
72
76
76
84
88
88
72
68
88
84
80
56
88
88
32
88
76
88
2152

76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85
76,85

7,15
7,15
7,15
-20,85
-20,85
3,15
-0,85
-4,85
-0,85
-0,85
7,15
11,15
11,15
-4,85
-8,85
11,15
7,15
3,15
-20,85
11,15
11,15
-44,85
11,15
-0,85
11,15

51,12
51,12
51,12
434,72
434,72
9,82
0,72
23,52
0,72
0,72
51,12
124,32
124,32
23,52
78,32
124,32
51,12
9,82
434,72
124,32
124,32
2011,52
124,32
0,72
124,32
5057,46

Based on table, it can be seen that calculation of students score for post-test of
experiment class was 2152.
The average of the students score was 76,85 and varience of the data was
187,31 and standard deviation was 13,68.
The Post-test Result of Control Class
No
1
2
3
4
5
6
7
8
9
10
11
12

Name
Sample 1
Sample 2
Sample 3
Sample 4
Sample 5
Sample 6
Sample 7
Sample 8
Sample 9
Sample 10
Sample 11
Sample 12

X1
40
64
52
52
60
48
68
56
56
60
60
60

X
55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71
8

X1-X
-15,71
8,29
-3,71
-3,71
4,29
-7,71
12,29
0,29
0,29
4,29
4,29
4,29

(X1-X)2
246,80
68,72
13,76
13,76
18,40
59,44
151,04
0,08
0,08
18,40
18,40
18,40

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13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28

Sample 13
Sample 14
Sample 15
Sample 16
Sample 17
Sample 18
Sample 19
Sample 20
Sample 21
Sample 22
Sample 23
Sample 24
Sample 25
Sample 26
Sample 27
Sample 28
Total

64
68
64
68
72
16
52
64
60
56
60
56
60
60
20
44
1560

55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71
55,71

8,29
12,29
8,29
12,29
16,29
-39,71
-3,71
8,29
4,29
0,29
4,29
0,29
4,29
4,29
-35,71
-11,71

68,72
151,04
68,72
151,04
265,36
1576,88
13,76
68,72
18,40
0,08
18,40
0,08
18,40
18,40
1275,20
137,12
4477,6

Based on table, it could be seen that calculation of students score for post-test of
control class was 1560.
The average of students score was 55,71 and varience of the data was 165,83 and
standard deviation of data was 12,87.
The Increasing from Pre-test to Post-test

x
X
S2
S
x
S2
S
High
Low

Pre-Test
Experimental
Control Group
group
896
760
32
27.14
125.62
91.10
11.20
9.54

Post-Test
Experimental
Control Group
group
2152
1560
76.85
55.71
187.31
165.83
13.68
12.87

The result of Experimental score

Pre-test
Post-test
32
76,85
125,62
187,31
11,20
13,68
56
88
16
32

Increasing
44,85
61,69
2,48
32
16

The table above explained that there was an increasing of students test result
average, varience, standard deviation, highest score and lowest score of experimental
class by using sequencing strategy to improve students reading comprehension that
traditional method from pre-test and post-test. For information, the result of
experimental class was used to answer the researchs question and as a proof that there
was a significant effect of using Sequencing Strategy in teaching Reading of Narrative
Text.

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Discussion
It was found that tobservation was 20,76 and ttable.Meanwhile the value of t table on
the degree of freedom 54this level of significant for two tail test is 2,000. It was seen
that tobs> tt. It means that using sequencing strategy gave positive effect to the students
reading comprehension. Therefore the null hypothesis was rejected and alternative
hypothesis is accepted. It means that there was a significant effect of using sequencing
strategy on students reading comprehension at SMP Negeri 2 Pasir Penyu.
CONCLUSION
As the conclusion of the research are:
a. Sequencing strategy gives significant effect in student reading comprehension of
the second year students at SMP Negeri 2 Pasir Penyu.
b. There is significant difference between the students reading comprehension that
taught by sequencing strategy and traditional strategy, in order word sequencing
strategy is affective to students reading comprehension of the second year students
at SMP Negeri 2 Pasir Penyu.
c. After conducting sequencing strategy, the second year students reading
comprehension at SMP Negeri 2 Pasir Penyu has improvemed and effective effect.
It can be seen from the result of pre-test and post-test of the students.
Suggestion
Since reading is not easy to do, the teacher should find the appropriate strategy
that can help students understand and involve in teaching and learning process.
Sequencing strategy can help the teacher to help the student want to read the text more
focus and analyze the text so the students more effectively to answer the questions from
the text.
The problem that students face in process sequencing strategy were they doubt
to arrange paragraph become order correct text. They should pay more attention to
students direction. The researchers suggest that English teachera can use Sequencing
strategy. In conducting this research, the researchers know that there was just a little
variation used. So that, hopefully teachers can use more varient steps in teaching
reading by using sequencing strategy.
REFERENCES
Ahmad AD-Heisat, M .A. 2009. The Use of reading Strategy in Developing Students
Reading Comopetency among Primary School teacher in Malaysia. Volume 12,
Number 2.
Bell, Lyne and Lee, Chery L.2005. Using reading in Content area Strategies to improve
Student Understanding in Family and Consumer Sciences. Vol.23, No. 2.
Burnes and Page, G. 1991. Insight Strategies for TeachingReading.New york: Harncort
Brace Jovaich Group. PTY Limited.

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Edge, J. 1987. Essential of English Language Teaching. Longman, inc. New York
Nunan, David. 1992. Research Methods in Language Learning. Cambridge University
Press.
Roberts ,Lesley. Using Sequencing as A Reading Strategy, 2009 http://usingsequencing-as-a-reading-strategy.htm retrieved on March 14 2012.
Stanley, M and King. 1989. Building Skills for TOEFL. Bina Aksara. Jakarta.
Westwood, Peter. 2001. Reading Learning Difficulties Approaches to teaching and
assessment. Australian : Acer Press

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