The Use of Window Notes Strategy in Improving Recount Reading

Comprehension Achievement of The Eighth Graders of SMP Negeri 53

Palembang

UCI RAHMAWATI
Student Number: 06011181419076

1. INTRODUCTION
1.1 Background
Reading plays an important role on mastering language. Students can learn
about vocabulary knowledge, spelling and writing (Paul, 2003). The more they
read, the more they get new vocabulary. The more they read, the more they get
new ideas. The more they read, the more they obtain knowledge. Reading is also
the first step on the road to learning because it is a knob of the door opening to the
known from unknown.
Reading is also one of the four language skills which are identified as
paramount importance in English teaching and learning process besides listening,
speaking, and writing (Brown, 2001). It is necessary for students to have good
reading ability as it will influence their success in academic.
In addition, reading cannot be separated from comprehension because its
purpose is to comprehend what has been read. Without having any comprehension
from the text which is read, it means that the activity is meaningless. According
to Richards and Renandya (2002), reading for comprehension is the primary
purpose for reading.
According to Nuttal (1996, p. 168-169), the central ideas of reading are:
the idea of meaning, the transfer of meaning from one to another, the transfer of
message from writer to reader, how we get meaning by reading and how the
reader, the writer, and the text contribute to the process.
 Grabe and Stoller (2002) state that academic success depends on the
students’ ability in comprehending the language in the texts. For example, when
students intend to get information from reading, they need to comprehend what is
being read so that the information which they get will be on the right track.
Based on the Education National Standard Board (BSNP) No. 34 Th. 2015
about the implementation of National Examination Year 2015/2016 in Indonesia,
English becomes one of the subjects which is examined in the National
Examination and the type of English test is reading comprehension. So, it is very
important that students have good reading comprehension ability in texts so that
they will have good score.
According to 2006 School-Based Curriculum (KTSP) for the Eighth grade
of Junior High School, there are some text types which must be mastered by
students, such as descriptive and recount. It is stated in the competency standard
for reading skill that students understand the meaning of short functional text and
essay formed descriptive and recount in the daily activity and for accessing
knowledge. In this study, the writer will focus on descriptive text in several
aspects of generic structure, social function and language features.
However, the ability of reading comprehension on Indonesian students is
still challenging. It can be seen from the result of Programme for International
Student Assessment (PISA) in 2015, the reading average score of Indonesian is
397 (61th rank) with level 1 out of 72 countries which shows the lowest level
whereas Vietnam got 487, and Thailand got 409. It represents that students have
serious difficulties in reading as a tool to advance and to extend their
knowledge and skills in other areas. It can be concluded that the skill of
Indonesian students in reading comprehension is still poor.
Besides, in March 2016, a study conducted by Central Connecticut State
University (CCSU) entitled “Most Literate Nation of the World” placed Indonesia
as the 60th most literate nation out of 61 nations on the list, above only Bostwana
(61th), and below fellow ASEAN member Thailand (59th).
 After that, a research of reading comprehension conducted by Siregar,
Santoso, & Pulungan (2015) for the eleventh grade students of Madrasah Aliyah
Negeri Binjai showed that the students’ average score of pretest of was 59,24.
There were no students who got above the minimum standard (75). Moreover,
based on the researchers’ observation, there were few students who didn’t pay
attention to the test. It happened because they found that the reading
comprehension test was difficult and one of the difficulties was they had lack of
vocabularies.
Problem in English reading comprehension is also faced by students of
SMP Negeri 53 Palembang. Based on the interview between the writer and the
teacher of English of that school, the teacher said that the students’ problems in
English reading were they did not know the meaning, in other words they had
lack of vocabulary, and hard to find some information from the text, for example
main idea, content, and conclusion. Then, the process of teaching and learning
English especially reading still uses textbook as guidance in learning reading. The
English teacher introduces the text, reads the text to the students, and asks the
students to read the text. After that, the teacher asks the students about the
meaning of the text based on their own knowledge. The last is giving the exercises
that are related to the text.
Considering the facts above, the appropriate strategy is really needed in
teaching and learning of reading comprehension. According to Brown (2001), the
role of teacher is to provide the creative materials and strategy for students to
increase their motivation to make them become the successful learners. There are
many strategies which teachers can apply in teaching reading. One of them is
window notes strategy. Here the writer will have the recount text as the text type
of reading comprehension. In this study, the strategy conducted which will be
used is window notes strategy and the writer is interested in conducting an
experimental study in SMP Negeri 53 Palembang entitled “The Use of Window
Notes Strategy in Improving Recount Reading Comprehension Achievement
of The Eighth Graders of SMP Negeri 53 Palembang”.
1.2 Research Questions
1. Is there any significant difference in recount reading comprehension
achievement of the students between before and after they are taught by using
window notes strategy ?

2. Is there any significant difference in recount reading comprehension

achievement between the students who are taught by using window notes strategy
those who are not?

1.3 Research Objectives

1. To find out whether or not there is a significant difference in recount
reading achievement of the students between before and after they are taught by
using window notes strategy.

2. To find out whether or not there is a significant different recount

reading achievement between the students who are taught by using window notes
strategy and those who are not.

1.4 The Significance of Study

The writer expects that the result of the study will be beneficial for both
teachers and students when using window notes strategy for English teaching and
learning recount reading in the classroom. Students can easily learn reading text
and teachers can get reference to teach effectively in reading. As a result, the
students’ proficiency will be better and improved.
2. LITERATURE REVIEW

2.1 Reading Comprehension

The important indicator of reading success is comprehension. Students

have to comprehend their reading so that the reading will carry a value which can
give impact to their learning outcome. Reading comprehension is understanding a
text that is read, or the process of “constructing meaning” from a text (National
Reading Panel, 2000). Readers must comprehend when they are reading in order
to get the idea and supporting information from the activity and understand what
has been explained in the text they are reading.
According to Klinger, Vaughn, and Boardman (2007, p. 8), reading
comprehension is a multicomponent, highly complex process that involves many
interactions between readers and what they bring to the text (previous knowledge,
strategy use) as well as variables related to the text itself (interest in text,
understanding of text types). They also need to link the text to their prior
knowledge. Harmer (2001) states that the process of comprehending the text can
happen when the readers relate their prior knowledge with the text they read.
Definitions of literacy have changed with the changing historical and
educational contexts (Blau, 2003). The latest form of literacy, which has been
called ‘critical literacy’, requires students to become strategic readers, who self-
manage, self-monitor, and self-modify. To achieve the target, learners should be
exposed to a wide range of written texts and taught effective reading
comprehension strategies (Kirmizi 2009 & Billmeyer, 2006). Therefore,
supporting students’ reading comprehension through training on appropriate
reading strategy is main focus for teachers.
Based on some experts’ statements above, the writer concludes that
reading comprehension is the main point of reading activity in which students
need to relate to their base knowledge, have various texts for reading, and use
appropriate strategy.
2.2 Level of Reading Comprehension
Burns et al as cited in Manik, Pangaribuan, & Sinambela (2015, p. 16)
states that there are four levels in reading comprehension; they are literal
comprehension, interpretative comprehension, critical reading, and creative
reading. The following levels of comprehension can tell us about how far the
students understand about reading material and which level has been achieved.
(1) Literal Comprehension
Literal comprehension involves acquiring information that is directly
stated. The basic of literal comprehension is recognizing stated the main idea,
detailed caused effect and sequence. It is also prerequisite for higher-level
understanding. The important in this level is to understand the vocabulary,
sentence meaning, and paragraph meaning.
(2) Interpretative Comprehension
Interpretative comprehension involves reading between the lines or
making inferences. It is the process of deriving ideas that are implied rather than
directly stated. Skills for interpretative reading include:
1. Inferring main ideas of passages in which the main ideas are not directly stated
2. Inferring cause-effect relationships when they are not directly stated
3. Inferring referents of pronouns
4. Inferring referent of adverbs
5. Inferring omitted words
6. Detecting mood
7. Detecting the author’s purpose in writing
8. Drawing conclusion
(3) Critical Comprehension
Critical comprehension is evaluating written material comparing the ideas
discovered in the material with known standards and drawing conclusion about
their accuracy, appropriateness, and timeliness. The critical reader must be an
active reader, questioning, searching for facts, and suspending judgment until he
or she has considered all of the material. Critical reading depends upon literal
comprehension, and grasping implied ideas is especially important.
 (4) Creative Comprehension
Creative comprehension involves going beyond the material presented by
the author. It requires reader to think as they read, just as critical reading does and
it also requires them to use their imaginations. Through creative reading the
reader creates something new idea, the solution to a problem, a new way of
looking at something from the ideas gleaned from the text.

2.3 Recount Text

Recount text is a text which tells about something that happened in

the past. The details in a recount can include what happened, who was involved,
where it took place, when it happened and why it occurred. Its purpose or goal is
to entertain or inform about the past activity to the reader or listener. Recount text
can be factual information, such as a news story or procedural information, such
as telling someone how you built something or personal information, such as a
family holiday or your opinion on a subject.

Generic Structure of Recount Text:

 Orientation: It is about introduction the participants, place and time. It tells who
was involved, what happened, where the events took place, and when it happened.
 Events: Describing series of event that happened in the past. Telling what
happened and in what sequence.
 Reorientation: It is optional. It consists of closure of events/ending. It is stating
personal comment of the writer to the story.

Language features of Recount text:

1. Introducing personal participant; I, we, my group, etc.

2. Using chronological connection; then, first, after that, etc.
3. Using linking verb; was, were, saw, heard, etc.
4. Using action verb; buy, go, speak, etc.
5. Using simple past tense.
2.4 Window Notes Strategy

According to Silver, Strong and Perini (2007, p. 207), window notes

strategy provides students with a powerful note making framework that helps
them deepen comprehension by thinking as they read and learn, develop the
capacity to reflect on and improve their performance as readers, capture and put to
use their own ideas, feelings, questions, and associations.
Silver, Jackson and Moirao (2011, p. 13) state that window notes is
derived from task rotation and it applies the power and benefits of thinking in all
four styles to the note making process. Meanwhile Waterman (2010, p. 109) says
that this strategy may motivate students to record information from a variety of
learning styles. This strategy of note making asks students to focus on the facts
and concepts embedded in the information (mastery), how they feel about that
information (understand), what questions they have about it (interpersonal), and
what ideas come to their minds that they might draw to remember the topic (self-
expressive).
In conclusion, window notes strategy is a strategy used by teacher to make
students more active and engaged in learning especially in reading
comprehension. This strategy asks students what they think and let them have
their own idea. As students read selected text, they are asked to focus their
attention and organize their thoughts in four specific areas, such as feelings, facts,
questions and ideas.

2.5 Teaching Reading Comprehension through Window Notes Strategy

Silver, et al. (2007, p. 211) states the steps of using window notes
strategy:
a. Introduce and model window notes by showing students how you collect facts,
questions, ideas, and feelings related to a particular topic or text.
b. The teacher asks students to divide a blank sheet of paper into a window-
shaped organizer of four quadrants.
c. The teacher introduces the text or topic to be learned. Have students collect
different kinds of notes and responses on their organizers as they read the text or
learn about the topic.
d. Invite the students to share their notes with the class, and conduct a discussion
on what students have learned about the content and their personal preferences as
note makers.
e. The teacher assigns a task that requires students to use their notes.
f. Teach the students how to use the strategy independently, as a way to help them
break new learning up into meaningful sets of information and as a way to help
them pay attention to the inner working of their own minds.

2.6 Previous Related Studies

There are some previous studies which relate to this present study. The
first is the study conducted by Barruansyah in 2012 entitled “The Effect of Using
The Window Notes Strategy toward Reading Interest of The Second Year
Students at State Junior High School 11 Dumai”. The population of this study was
the eighth graders of Junior High School. In this study, Barruansyah found that
the strategy gave significant influence on students’ interests in reading.
The second is the study entitled “Teaching Reading Narrative Text by
Using Window Notes Strategy to The Eighth Grade Students of SMP
Muhammadiyah 4 Palembang” written by Ariesca and Marzulina in 2016. The
purpose of that study was to find out whether or not there is a significant
difference on the eighth grade students’ reading comprehension who were taught
by using window notes strategy and those who were not at SMP Muhammadiyah
4 Palembang. The population of this study consisted of 140 eighth grade students
of SMP Muhammadiyah 4 Palembang in Academic Year of 2014/2015. The study
used quasi experimental research design with eight year students’ of SMP
Muhammadiyah 4 Palembang as the population. The result showed that there was
a significant difference from students’ posttest scores in experimental and control
group, it was found the p-output (Sig.2-tailed) was lower than 0.05 and t-value
(4.324) is higher than t-table (1.673). So, the Ho (the null hypothesis) was rejected
and Ha (the alternative hypothesis) was accepted. It means that there was a
significant difference on students’ reading comprehension achievement taught
using window notes strategy than those who were not.
 There are some similarities and differences between the previous related
studies and this study. The first similarity is that both the previous related studies
and this study deal with reading comprehension achievement. Other similarity is
that some of the previous related studies use the same design of research which is
quasi experimental research design. The last is the previous related studies written
by Barruansyah (2012) and Ariesca & Marzulina (2016) has similarity with this
present study in terms of the strategy and the population which is window notes
strategy and the population is the eighth graders of Junior High School students.
The difference between this study and previous studies is the reading text.
The research by Ariesca & Marzulina (2016) used narrative text while this study
will use recount text to teach. Then, compared with study conducted by
Barruansyah (2012), this present study will see the improvement of using window
notes strategy to improve reading comprehension whereas his study focused on
the effect of using the strategy to see students’ interests in reading.

2.7 Hypotheses

The hypotheses of this study are formulated into the following statements:

1. H01: There is no significant difference in recount reading comprehension

achievement of the students between before and after they are taught by
using window notes strategy.
2. Ha1: There is a significant difference in recount reading comprehension
achievement of the students between before and after they are taught by
using window notes strategy.
3. H02: There is no significant difference in recount reading comprehension
achievement between the students who are taught by using window notes
strategy and those who are not.
4. Ha2: There is a significant difference in recount reading comprehension
achievement between the students who are taught by using window notes
strategy and those who are not.
3. METHODOLOGY
3.1 Research Method
To conduct this study, the writer will use quasi-experimental research
method and pre-test post-test control group as the design. Tuckman (1978, p.136)
states, “Quasi-experimental designs are partly true experimental designs; they
control some but not all the sources of internal invalidity.” In this study, the
pretest posttest control group design can be diagrammed as follows (Tuckman,
1978, p.141):

In which:
EG : Experimental Group
CG : Control Group
-------- : dash line presents that the experimental and control groups that
have not been equated by randomization
O1 : pre-test of experimental group
O2 : post-test of experimental group
X : treatment to experimental group by using Window Notes Strategy
: no treatment
O3 : pre-test of control group
O4 : post-test of control group

The writer will teach the experimental group by applying window notes
strategy whereas the control group will not be taught by using that strategy. At
the first meeting, both groups will be given a pre-test to have the score which will
be compared later on with their score in post-test. The experimental group will be
taught intensively for 16 meetings including pre-test and post-test to see how the
strategy contributes in improving the students’ reading comprehension of recount
text. At the end of all the meetings, a post-test will also be given to both groups in
order to find out the contribution of window notes strategy to the students’
reading comprehension achievement and to compare the difference of
achievement of the students who are taught by using the strategy and who are not.

3.2 Variables of Study

There are two kinds of variables, independent variable and dependent
variable. Independent variable is the factor that is measured, manipulated, or
selected by the experimenter to determine its relationship to an observed
phenomenon, while dependent variable is the factor which is observed and
measured to determine the effect of the independent variable (Tuckman, 1978,
p.58-59). In this study, there are also independent and dependent variables. The
independent variable is window notes strategy and the dependent variable is
reading comprehension achievement of recount text.

3.3 Operational Definitions

The title of this study is “The Use of Window Notes Strategy in Improving
Recount Reading Comprehension Achievement of The Eighth Graders of SMP
Negeri 53 Palembang”. To avoid misinterpretation, there are three keywords
which are required to be explained. They are recount, reading comprehension, and
window notes strategy.
First, recount is a type of English text which retells events or experiences
in the past. Its purpose is either to inform or to entertain the audience. In this
study, the writer uses recount text as the text type used in the reading
comprehension test.
Second, reading comprehension is understanding a text that is read, or the
process of “constructing meaning” from a text. In this study, the writer measures
students’ reading comprehension achievement by giving students reading
comprehension test.
Third, window notes strategy is a strategy used by teacher to make
students more active and engaged in learning especially in reading comprehension
of recount text.
3.4 Teaching Materials
3.5 Teaching Procedures
3.5.1 Teaching Procedure for Experimental Group

A. Pre-Activities
1. The teacher greets the students
2. The teacher checks the students’ attendance
3. The teacher asks the students some questions related to the topic

B. Whilst- Activities
1. The teacher introduces and models window notes by showing students how to
collect facts, questions, ideas, and feelings related to a recount text.
2. The teacher asks students to divide a blank sheet of paper into a window-
shaped organizer of four quadrants.
3. The teacher introduces the text or topic to be learned. Teacher has students
collect different kinds of notes and responses on their organizers as they read the
text or learn about the topic.
4. The teacher invites the students to share their notes with the class, and conduct
a discussion on what students have learned about the content and their personal
preferences as note makers.
5. The teacher assigns a task that requires students to use their notes.
6. The teacher teaches the students how to use the strategy independently, as a
way to help them break new learning up into meaningful sets of information and
as a way to help them pay attention to the inner working of their own minds.

C. Post-Activity
1. The teacher asks students to submit their works.
2. The teacher asks students to give comment, ask questions, response the
material and conclude the lesson.
3. The teacher informs and gives recount text for the next meeting.
4. The teacher closes the meeting
3.6 Population and Sample
3.6.1 Population
A population is a group of individuals who share similar characteristics
that researcher can identify and study (Creswell, 2005, p.145). According to
Brown (1988:8), “a population is any group individual that has one or more
characteristic in common that are of the interest to the researchers.” The
population of this research will be the eighth graders of SMP Negeri 53
Palembang in academic year of 2017/2018. There are ….. classes of ………….
graders of SMP ………… Palembang. The population details will be depicted in
table 1.

Table 1. The Population of the Study

No. Class Number of Students
1. VIII 1
2. VIII 2
3. VIII 3
4. VIII 4
5. VIII 5
6. VIII 6
(Source: SMP ………… Palembang Academic Year 2017-2018)

3.6.2 Sample
According to Cresswell (2005, p.146), “Sample is defined as a subgroup of
the target population that the researcher plans to study for generalizing about the
target population.” Arikunto (2002:109) states that “sample is part of population
that represents all the population observed.” The sampling technique will be used
in this study is purposive sampling which is based on the writer’s criteria. The
writer will choose the students class ……. and ………… as the sample for both
experimental group and control group by concerning that:
1. Both classes consist of similar total number of students.
2. The students from both classes are taught by the same English teacher.
 3. The students from both classes have the same number of female and
male.
4. The students from both classes have the same English average score.

The specification of sample will be showed in the following table.

Table 2. The Sample of The Study
Class Group Number of Students
Male Female Total
VIII 1 Experimental Group
VIII 4 Control Group
Total

3.7 Data Collection

The instrument used in this study will be a test, specifically a reading
comprehension test. This test will be in a form of multiple choices which consists
of 50 questions. Brown (2007, p.3) describes a test as a way of finding out a
person’s ability, knowledge, or skill by giving some instruments. In this study, the
writer gives the students reading comprehension test.

1. Pre-test
At the very beginning of meetings, pre-test will be given to both
experimental group and control group. A pre-test is conducted to measure the
students’ reading comprehension achievement before they are taught by using
window notes strategy.
2. Post-test
Post-test is given at the end of all meetings after the teaching by using
window notes strategy. The aim of conducting post-test is to find out the progress
made by the students after being taught by using the strategy by comparing their
pre-test and post-test score. Furthermore, from the result of both groups, the writer
will find out whether or not there is a significant improvement of reading
comprehension achievement between the students who are taught by using
window notes strategy and those who are not.
3.8 Validity and Reliability
3.8.1 Validity
3.8.2 Reliability

3.9 Data Analysis

To analyze the data, the writer will use t-test to analyze the result of both
pre-test and post-test. A t-test is a statistical test that allows you to compare two
means to determine the probability that the difference between the means is a real
difference rather than a chance difference (Tuckman, 1978, p.257).
The means of both pre-test and post-test of experimental group will be
compared. To know whether or not there is significant difference of the students’
reading comprehension achievement before and after they are taught by using
window notes strategy, Paired Sample t-Test will be used.
Then, to find out the significant difference of the students’ reading
comprehension achievement between the students who are taught by using the
strategy and those who are not, the two means of post-test from experimental and
control group will be compared. To calculate it, the writer will use an Independent
Samples t-Test.
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