CHAPTER I

INTRODUCTION

1.1 Background of the Problem

Nowdays, many people learn the International languages. One of the

International languages is English. It is used as a mother language in

some of countries and as a second and foreign language in most of

countries in the world. Indonesia is one of the countries in the world which

uses English as a foreign language. It becomes the important language in

Indonesia because there have been many things are done and written in

English. Considering the important of English, government of Indonesia

has been applying English as a compulsory subject that must be learned

by the students start from elementary to university level. In this case, the

goal of learning English is enable the students in using English as a

communication means in society. To have a successful in learning

English, the students are required to use English in school environment

and their daily life.

In teaching and learning process, the students learn to use English at least

in the classroom setting. Besides that, they should also be involved in

learning about how language works. They should be asked to reflect on

various aspects of language, to develop a common language for talking

about language and to use this knowledge to evaluate texts critically in

terms of effectiveness, meaning and accuracy.

In the process of teaching and learning English as a foreign language in

Indonesia, students should master language skills and component. There

are four language skills, namely: writing, listening, reading, and speaking

and three basic components in learning English as foreign language such

as pronunciation, vocabulary, and grammar.

Reading is one of the important skills that should be mastered by the

students. Moreover, reading is also the main reason why students learn

the language. It is a complex problem-solving process in which the reader

makes sense out of a text not just from the words and sentences on the

page, but from ideas, memories, and knowledge evoked by those words

and sentences as well as experience.

Reading is the process of identification, interpretation and preception of

written or printed material. Furthermore, the goal of reading is also to find

the meaning of what they have read and answer the questions based on

the reading text. Understanding the meaning of written material and

involves the conscious strategies that lead to understanding is called

comprehension. Without comprehension, reading may prove to be almost

useless. It is supported by Klingner (2007:2) reading comprehension is the

process of constructing meaning by coordinating a number of complex

processes that include word reading, word and world knowledge, and

fluency. In this case, the students need to master all part of the reading

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text. It is done to help students acquire the meaning of difficult word,

answering certain question from the text and identifying the part of the

text. Being able to understand the meaning behind the text helps students

develop intellectually, socially, and professionally. Students also have

purpose in reading a text such as to get important idea, message, main

point, and information in the text. To comprehend, a reader must have a

wide range of capacities and abilities . These include cognitive, capacities,

motivation, and various types of knowledge.

In teaching and learning activity, the role of the teacher is very important to

develop students’ reading comprehension. In this case, the teacher must

be aware of the progress that students are making and adjust instruction

to change abilities of students, if the teacher can teach reading very well.

So, it can get the good product of the students about understanding

reading. And the students need to have good motivation which can help

them to increase their interest to read English text. There are three steps

while the students involve into reading activity in order they can to reading

activity well. First, pre-reading where the students use their prior

knowledge related to the text. Second, while reading where students note

the main points in each of the parts of the text. The third one is after

reading where students have comprehend the text by taking important

points in note. So, they can answer the question based on the text well. In

other word, teaching reading steps helps students to understand the text

which is purpose or content of the text. English teacher can use many

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strategies of reading to help her or him managing a reading class

effectively.

In reality, most of the students face some problems related to reading skill.

The students face difficulty in finding main idea of the text, finding some

information explicitly and implicitly stated in the text, pronouncing the

English words well, identifying references, finding the meaning of the

words related to the text, and reaching the indicator of reading such as

understanding the purpose of the text and making inference of the text.

Looking at the problems above, it is important for the teacher as a

facilitator in learning activity to find the solution; such as by improving the

teaching media and teaching technique in teaching and learning process.

One of the ways to make the effective teaching reading is making the

student feels enjoy and motivated in learning reading. The use of

appropriate teaching technique can help this goal achieved. One of

teaching technique which can be used in teaching reading is Note-Taking

Pairs (sorted into NTP). It is introduced by Barkley et.al (2005 : 135) who

states that “Note-Taking Pairs is originally designed to improve lectures

notes, teacher uses it to helps students improve their notes on reading

assignment and other kinds of learning activities.” In English test, there are

many questions relates to reading text. Where the students are asked to

comprehend the content of text and answer the questions. This technique

requires the students to take notes just the important information from the

text. Students who systematically notes as they read retain more and of

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course, do better on test. On other hand, students are expected to work

collaboratively with their pairs. Having a good ability in taking notes is

crucial learning skill for students in the higher level education because

they have to master broader knowledge and develop their ideas in an

exemplary way.

In using Note-Taking Pairs to teach reading skill in the class, the teacher

asks the students to read the text individually. After reading or whilst

reading, the students are taking notes of the major points of the reading

materials. In pairs, then, the students offer correction and additional

information each other. Sort of these activities encourage the students to

do the task collaboratively. Teacher’s role are as the activity designer,

model, motivator, feedback giver and monitor in developing the student’s

ability in taking notes from the reading materials, thus they are expected

have a better reading competence.

Based on the observation done at SMA N 1 Bukit Kemuning, the writer

found that the students faced some problems in their reading skills. Those

problems lie on first, the students still get difficulties in reading lies on their

ability to comprehend English text. The second relates to the students face

difficulty to pronounce the English text well. The third relates to the

students’ poor ability to determine the implicitly or explicitly message. The

fourth relates to the students limited vocabulary which make them difficult

in gaining the message of written text. The fifth problem relates to the

students’ motivation in learning which need to be increased. Both of

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students’ ability and motivation influence them to comprehend written text.

And the writer found that the teacher had never used Note-Taking Pairs

Technique in teaching reading.

Based on the background problem above, the writer is interested to apply

NTP as a technique to teach reading. This research is done to know

whether the applying of NTP can influence the students reading

comprehension. Therefore, the writer proposes her research on “The

Influence of Note-Taking Pairs Technique Towards Students’ Reading

Comprehension at the Tenth Grade of SMA N 1 Bukit Kemuning in

2018/2019”.

1.2 Identification of the Problem

Based on the background of problem above, the writer identified some the

problems as follows:

1. Students face diffficulty to pronounce the English text well.

2. The students cannot comprehend the text well.

3. The students get difficulty to determine the implicitly or explicitly

message.

4. The students have low proficiency of vocabulary used.

5. Limited teaching media used in teaching reading.

1.3 Limitation of the Problem

Based on the identification of the problem mentioned above, there are

several problems that affect the students’ reading comprehension. It is

impossible for the writer to discuss all the problems identified. Therefore

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the writer only focuses her research on the students’ difficulty to

comprehend reading text well. Besides that, the writer will also use NTP as

a teaching technique in teaching reading.

1.4 Formulation of the Problem

Based on the background of problem above, the writer formulated the

problem “is there an influence of Note-Taking Pairs towards students

reading comprehension?”

1.5 Objectives and Uses of the Research

1.5.1 Objective of the Research

The objective of this research is to know and describe the influence of

Note-Taking Pairs towards students’ reading comprhension.

1.5.2 Uses of the Research

This research may have some benefits such as:

1. To give information for English teacher about the influence of Note-

Taking Pairs towards students’ reading comprehension

2. To give motivation to the students in reading English text.

3. To give information for other researchers with certain interest.

1.6 Scope of the Research

1.6.1 Subject of the Research

The subject of this research is the tenth grade students of SMA N 1 Bukit

Kemuning.

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1.6.2 Object of the Research

The Object of the research is students’ reading comprehension.

1.6.3 Time of the Research

This research will be conducted in 2018/2019.

1.6.4 Place of the Research

This research will be conducted at SMA N 1 Bukit Kemuning.

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 CHAPTER II

FRAME OF THEORY, THINKING AND HYPOTHESIS

2.1 Frame of Theory

In this chapter, the witer explains about definition of reading, reading

comprehension, teaching reading, principle of teaching reading,

component of teaching reading, definition of Note-Taking Pairs Technique,

procedure of Note-Taking Pairs Technique, and advantages of Note-

Taking Pairs Technique.

2.1.1 Definition of Reading

Reading is one of the four language skills that has to be mastered by

people who study English. Reading is the way a person gets information

from written letters and words. In general, the purpose of reading is to

develop the students’ ability to read the written text, get information and

understand the aspect of language such as word, phrase, sentence,

paragraph and make them meaningful. Since most of the text or books

written in English texts.

Reading is the ability to draw meaning from their printed page and

interpret this information appropriatelly (Grabe and Stoler 2002:9).

Specifically Moreilon (2007:10) He says that “Reading is making meaning

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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. In order

to be readers, learners must take their ability to pronounce words and to

“read” pictures an then make the words and images mean something”. In

this case, reading can be defined as the instantaneous recognition of

various written symbol with existing knowledge and it also can be defined

as comprehension of the information and the idea communicated. It

means that when a reader interacts with printed messages, he tries to get

the visual (written) information result or to get meaning in comprehending

the messages or the texts from the writer. It also can be said that reading

not only the process of getting the written symbols correspond to one’s

spoken language but it is also the process of making the meaning of

words, sentences and connected text that can be called comprehension.

Nuttal (2000:2) said that “Reading means a result of interaction between

the writer’s mind and the reader’s mind. It is the way how to the reader

tries to get the message or the intended meaning from the writer. In this

process, the reader tries to create the meanings intended by the writer, the

reader can get the message, and the writer’s meaning sense”.

Moreover, reading is not a straightforward process of lifting the words off

the page. It is a complex process of problem solving in which the reader

works to make sense of a text not just from the words and sentences on

the page but also from the ideas, memories, and knowledge evoked by

those words and sentences. The reader needs many abilities and skill to

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understand the concept and meaning being communicated and presented

in print. It is supported by Pang (2003:6) he says that “Reading is defined

as understanding written texts. Reading consists of two related processes:

word recognition and comprehension. Word recognition is defined as the

process of getting how written symbols correspond to one’s spoken

language while comprehension is the process of making the meaning of

words, sentences and connected text. He adds his statement that the

reader who has background knowledge, vocabulary, grammatical

knowledge, experience with text and other strategies can help them

understand written texts”.

Reading is process learning the meanings of vocabulary words

encountered in the texts, also reading is an exercise dominated by the

eyes and the brain, the eyes receive the messages and the brain then has

to work out the significance of those message. Is it clear that reading is a

skill that needs an understanding for making meaning with text and get

information from the text. It is supported by Urquhart and Weir in Grabe

(2009:14) state “Reading is the process of receiving and interpreting

information encoded in language form via the medium of print”. Reading is

also an interaction between the reader and the writer. The text provides

information that the author wants the reader to understand in certain ways.

Furthermore, according to Bamman Dawson, and McGovern (1973:1)

argue that reading is many-sided, very complex activity. It has been

variously described as a process, a mode of thinking a kind of real

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experience, a type of vicarious experiencing, as an aspect of

communication and a tool of subject. As a process, reading involves many

complex skills,such as the ability to perceive printed words, to hear and

see differences among words that may resemble one another in sound

and appearance, to attach meaning to words, to figure out the

pronounciation of a new word by dividing it into its part and attaching

sound to symbols in those parts, to select main points and the major

supporting details, to adjust reading rate to suit different kinds of materials

or to satisfy different purpose and to skim for information and then perhaps

read intensively. Successful reading processinvolves the reader’s abilities

to critical evaluation, to discover the meanings needed to get information,

the message of the text, solving the problem through reading, link the text

to the reader’s knowledge base, and to get the main ideas as well as a

number of details that elaborate the main and supporting ideas in the text.

2.1.2 Teaching Reading

Teaching reading is a part of English subject that should be learned by

students. In English test, many questions includes in reading text. Where

the students must be comprehend the content of text to answer the

questions,so teaching reading is useful for the students. Teaching reading

is not so much about teaching students basic reading skills as it is about

teaching students how to use reading as a tool for thinking and learning.

Teaching reading is a complex process it doesn’t only give the information

from the teacher to the students . reading is one of ways to make the

students understanding in teaching-learning process.

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According to Billmeyer and Barton(1998:2) identify five premises that are

basic to the teaching of content area reading skills:

1. The meaning of a text is not contained in the words on the page.

Instead, the reader constructs meaning by making what she thinks is

a logical, sensible connection between the new information she reads

and what she already knows about the topics.

2. Closely related to schema theory is the role prior knowledge plays in

learning. The single most important variable in learning with texts is a

reader’s prior knowledge and common sense tell us that the more a

reader brings to the text in terms of knowledge and skills, the more he

will learn and remember from what he reads.

3. How well a reader comprehends a text is also dependent on

metacognition: his ability to think about and to control his thingking

process before, during, and after reading. Students who have learned

metacognitive skills can plan and monitor their comprehension,

adapting and, modifying their reading accordingly.

4. Reading and writing are integrally related. The connection between

reading and writing is also evident in research, which has shown that

students who are taught how to write and edit different forms of

expository text improve their comprehension of their content

textbooks.

5. Learning icreases when students collaborate in the learning process.

Learning is a socially interactive process, students learn by interacting

with others in the classroom, when they feel free to generate

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 questions, and discuss their ideas freely with the teacher and one

another. Dialoogue can spark new ideas.

Based on the statement above, that reading affects the ability to

remember against a topic that has been read. Students who often read will

have the skills to remember and process a better word. The ability to

process the word will also the ability of students in writing. These remises

have implications not only for the learner but also for the content area

teacher who wants to plan instruction that help students improve their

reading comprehension and learning.

Harmer (2004:68) states that main reason why teachers should teach

reading to their students.

1. Many of students want to be able to read text in English, either for their

career, for study purpose, or only for pleasure.

2. Any exposure to English (provided they understand it more or less) is

a good thing for the students.

3. Reading texts also provide oppurtunities to study language :

Vocabulay, Grammar, Punctuation, and the way to construct

paragraphs and text.

4. Reading text also provides a good model for English writing.

5. Good readings texts can include introduce interesting topics, stimulate

discussion.

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Based on the statement above, the writer assumed that reading many

benefits, such as for career, for students, for study language, also

provides a good model for English writing, and with good readings, can be

interested to finding the topics in the written texts.

According to Nunan (2003:68) “Teaching reading usually has at least two

aspects. First it can refer to teaching learner who are learned to read for

the first time. A second aspect of teaching reading refers to teaching

learners who already have reading skills in their first language” it means

that teaching reading for students eho use English as a first language is a

different with students who learn English as a second language.

2.1.3 Reading Comprehension

Reading is the communicative way in learning English that should be

mastered. If the students have good reading ability automatically it will be

easier to understand their reading text and to get information, knowledge,

and also to get new vocabulary from reading text. With reading we can

improve our comprehension. So comprehension is an active process.

Active reading involves interacting with the information or creating internal

dialogue with the material. The reader is expected to be actively engages

with the text to construct meaning, which the goal is to understanding of

what the key points or information of the text. According to Pang (2003:14)

“Comprehension is the process of making sense of words, sentences and

connected text. He says that comprehension is the processes of deriving

the meaning of one word to another in a text. Readers typically make use

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of background knowledge, vocabulary, grammatical knowledge,

experience with a text and other strategies to help them understand the

written texts”. According to Grellet (1981:31) defines “Reading

comprehension as understanding a written text means extracting the

required information from it as efficiently as possible”. In addition, Wooley

(2011:15) states that “Reading comprehension is the process of extracting

meaning from text. The goal, therefore, is to gain an overall understanding

of what is described in the text rather than to obtain meaning from isolated

words or sentences”.

Futhermore, (Kintsch 1998; Van Dijk and Kintsch 1983) “Reading

Comprehension is the process of making meaning from text. The goal ,

therefore, is to gain an overall understanding of what is described in the

text rather than to obtain meaning from isolated words or sentences. In

understanding read text information children develop mental models, or

representations of meaning of the text ideas during the reading process”.

According to Nunan (2003) “Reading comprehension is a fluent process of

combining information from the text and the existing schemata to

understand the meaning”.

Based on the theories above, the writer assumed that reading

comprehension can be concluded as the ability to find the stated or

unstated writer’s idea in the text. The essence of reading comprehension

is understanding all information delivered by the writer. It also refers to the

ability to connect between the words in a text, to understand the ideas and

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the relationships between ideas conveyed in a text. So reading

comprehension is important because it is the goal of communication in

reading.

Brown (2004:187-188) there are micro and macro for reading

comprehension. Micro skills of reading stand for a set of partial skills on

reading in terms of comprehending the form of the text, rather than the

discourse. as follows:

The micro skills for of reading are:

1. Discriminate among the distinctive graphemes and orthographic

patterns of English.

2. Retain chunks of language of different lengths in short-term memory.

3. Process writing at an efficient rate of speed to suit the purpose.

4. Recognize a core of words, and interpret word order patterns and their

significance.

5. Recognize grammatical word classes (nouns, verbs, etc.), systems

(e.g., tense, agreement, pluralization) patterns, rules, and elliptical

forms.

6. Recognize that a particular meaning may be expressed in different

grammatical forms.

7. Recognize cohesive devices in written discourse and their role in

signaling the relationship between and among clauses.

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Meanwhile, the macro skills of reading stand for skills on reading in terms

of comprehending the text in the level of discourse and meaning. Rather

than language forms.

The macro skills of reading are:

1. Recognize the rhetorical forms of written discourse and their

significance for interpretation.

2. Recognize the communicative functions of written texts, according to

form and purpose.

3. Infer context that is not explicit by using background knowledge.

4. From described events, ideas, etc., infer links and connections

between events, deduce causes and effects, and detect such relations

as main idea, supporting idea, new information, given information,

generalization, and exemplification.

5. Distinguish between literal and implied meanings.

6. Detect culturally specific references and interpret them in a context of

the appropriate cultural schemata.

7. Develop and use a battery of reading strategies, such as scanning and

skimming, detecting discourse markers, guessing the meaning of

words from context, and activating schemata for the interpretation of

texts.

Based on the statement above, it’s means that reading comprehension is

important because it is the goal of communication in reading. From

reading students not only get knowledge and information from the text but

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also students can learn grammar, vocabulary, puctuation, and the way to

cunstruct sentence, paragraf, and text.

2.1.4 Principle of Teaching Reading

According to Harmer (1998:70) there are several principles within the

process of learning and teaching reading. Here are the explanation:

1. Reading is not a passive skill

Reading is an active activity. Readers need to decode the words first,

to relate to the context (e.g. see the pictures), and to create meaning

of the text. Moreover, to get the meaning of a text, readers need to

relate the context of the text with their backgroud knowledge. If they

just translate the passages into their first language with dictionary

without relating their exsisting background knowledge about the text,

then the meaning does not make any sense.

2. Students need to be engaged with what they are reading

Before a teacher asks students to read an English texts, she/he

should consider the topic of the text. Students of junior high school are

interested in different topic compare to the higher level or the lower

level. Therefore, the teacher should choose the topic of the text based

on their interests and their proviciency level. An interesting topic of a

text will motivate them to read and will engages them in the reading

activity and the learning process.

3. Students should be encouraged to respond to the content of a reading

text, not just to the language

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 Actually, the main purpose of reading is to get information or message

of the text itself. Translating the meaning of the text into the readers’

first language is an effort to understand the meaning of the text.

Therefore, after getting the meaning, teachers must give opportunities

to the students to express their feeling and to respond the information

of the text.

4. Prediction is a major factor in reading

Prediction is important in reading a text. Meaning of a word in a text

sometimes depend on the context of the text rather than meaning that

written in a dictionary. To get the meaning, readers need to predict the

meaning by looking at the previous sentences or relating it to their

knowledge about the text. For example, a big school and a school of

fish, the meaning of school in these phrases are different. A big school

is a big place where children go to be educated. Meanwhile, a school

of fish is a large number of fish. Therefore, prediction is needed in

reading.

5. The task much be matched to the topic

In the teaching and learning process, a teacher should match their

task with the topic. Setting an interesting activity in reading lessoon

such as games, puzzle, and song. It will helps the students in

understanding the reading material well.

6. Good teachers exploit reading texts to the full

Reading activity is not only to comprehend and to get the information

in the text but also to use the vocabulary in the text to respond the

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 information as well. Using the vocabulary of the text helps us to

improve our vocabulary. Adapting the sentences structure or the

choice of words in the texts in our writing will help us in writing a text.

2.1.5 Component of Teaching Reading

Component in teaching reading means an important part that must exist

whwn teaching reading. In this case Diamond, L., & Gutlohn, L. (2006)

states that there are five component in teaching reading to help the

students to understand the meaning of the text. There are phonemic

awareness, phonics, vocabulary, fluency, and comprehension.

1. Phonemic Awareness

Phonemic awareness is one of the best predictors of future reading

and spelling success. Phonemic awareness is the understanding that

words can be broken apart into individual sounds (phonemes).

Phonemic awareness skills then, involve focusing on and manipulating

phonemes in spoken language. It is important to note that phonemic

awareness is an auditory skill; children do not need to know letter

shapes and sounds (phonics) in order to develop basic phonemic

awareness. As children develop an understanding of the sounds that

letter symbols make, phonemic awareness and phonics skills are often

practiced simultaneously.

2. Phonics

The National Reading Panel found that systematic phonics instruction

made a significant impact on children’s reading success. The report

also showed that phonics instruction is best done early (before Grade

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 1), helps prevent and remediate reading challenges in at-risk and

struggling readers, and helps to improve reading comprehension and

spelling in young readers.

Phonics is the understanding that letter symbols represent sounds,

and that sounds can be blended together to make written words. It is

also referred to as letter-sound correspondence, or sound-symbol

correspondence, because children must understand that specific

symbols (letters) match certain sounds (“This letter is a T, it makes the

sound /t/”.) In order to decode, or “sound out” words when reading,

children must acquire knowledge of the many different sounds that are

represented by our alphabet.

3. Vocabulary

This is where the other three components come in, beginning with

vocabulary development. As children read, they come across new

words that they may not have been exposed to in their oral language.

In order for comprehension to occur, children must have word

knowledge, or vocabulary, in addition to reasoning skills. Vocabulary is

often taught as part of comprehension, as questions that ask a reader

to determine the meaning of a word as it is used in the context of the

story.

vocabulary instruction is most effective when it is taught in a variety of

ways. Children should be explicitly taught specific words selected from

texts that they are reading. In addition to specific word instruction,

children should be taught word-learning strategies, such as how to

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 look up words in a dictionary, or how to determine a word’s meaning

based on its roots. Finally, children can strengthen their vocabulary

incidentally by participating in language-rich experiences both at home

and at school, being read to, and reading independently.

4. Fluency

Fluency is the ability to read with speed, accuracy, and proper

expression. It is an essential, but often neglected, component of

reading. Readers who have not yet developed fluency produce slow,

choppy reading. This will naturally impede a child’s comprehension, so

fluency is often seen as the bridge to comprehension. If a child does

not need to concentrate on decoding, he or she can focus on the

meaning of a text much better.

Fluency develops gradually with a great deal of practice. The most

effective approach to improving a child’s fluency is repeated oral

reading practice. This might include reading the same story aloud

multiple times, practicing lines from a play or reader’s theater, or

guided reading instruction in a classroom. Additional independent

reading practice (silent reading) is also beneficial, however, research

has not yet determined this to have a clear impact on overall reading

fluency.

5. Comprehension

Comprehension refers to a rich understanding of the meaning of the

reading passage. It is the ultimate objective in teaching children to

read. It is essential not only to academic learning (across all subjects),

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 but also to life-long learning. Strong reading comprehension involves

the following:

 Learning how to be aware of your understanding as you read

and knowing how to deal with comprehension challenges as they

arise.

 Being able to answer the who, what, where, when and why

questions about the plot, characters, and events of the text.

 Generating your own questions as you read about what might

happen next (predicting).

 Summarizing the main idea or message.

 Making inferences about key ideas using clues from the passage

2.1.6 Definition of Note-Taking Pairs

Being able to take good notes is an important learning skill, yet many

students are poor note takers with incomplete and/or inaccurate notes.

The purpose of this technique is to provide students with a structured

activity to pool information, fill in gaps, check for and correct mistakes, and

help each other learn to be better note takers. Working with a peer gives

students an opportunity to revisit and crosscheck notes with another

source. Partners can help each other acquire missing information and

correct inaccuracies so that their combined effort is superior to their

individual notes.

This technique can help reinforce course concepts, but it can also

reinforce inaccuracy if both students in a pair have faulty information.

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Repeat and emphasize the main concepts frequently, and review and

assess the notes periodically to make sure that students are learning the

correct information. It is important that each student take something from

the other student's notes to improve his or her own notes. If only one

student is taking good notes, that student will probably resent helping the

student who is taking poor notes.

This technique can help the students to comprehend the text because the

students can memorize when they taking notes, it supported by journal

from Tsai Fu (2009) “Taking notes while reading passages was an

effective way to gain comprehension of written text”. It also to improve the

student individual notes, because the notes each other.

Futhermore, Note-Taking Pairs is one of the techniques for reciprocal

teaching that iclude in collaborative learning techniques. Barkley, Cross &

Major (2005:135) states that “Note-Taking Pairs is originally designed to

improve lectures notes, teacher uses it to helps students improve their

notes on reading assignment and other kinds of learning activities.” For

some students, it is difficult to focus in reading text. This technique

conducts the students to taking notes just the important iformation from

the text. So that they more easy to understand the text. Students who

systematically notes as they read retain more and of course, do better on

test.

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Moreover, CTL up dates (2008) states that “Note-Taking Pairs can be

incorporated as regular breaks throughout a long lecture or teacher as a

final wrap-up at the end of a class. Some instructors have applied similar

strategies to students’ reading notes, as well”.

By Note-Taking Pairs the students try to develop their ability in taking good

notes, they can improve their understanding in reading and revise their

notes better after checking their notes with their partners. Poor note-taking

leads to poor performance.

2.1.7 Procedure of Using Note-Taking Pairs Techniques

Here are the procedure of using Note-Taking Pairs by Barkley, Cross &

Major (2005:135) :

1. Students individually take notes of the major points from a body of

content, such as a lecture or a text chapter.

2. Students form pairs, at your direction or by choosing partners.

3. Partner A begins by summarizing the main points from a section of

the content to Partner B, who offers corrections and additional

information.

4. Partner B summarizes the next section, and partner A offers

corrections and additional information.

5. The partners continue to alternate sharing summaries, corrections,

and additional information until they have completed checking their

notes.

26
2.1.8 Advantages of Note-Taking Pairs Techniques

The researcher believes Note-Taking Pairs technique can help the

students comprehend the written text. Because with this technique the

students are able to summarizing the main points from a section of the

content.

There are some advantages of Note-Taking Pairs as follows:

1) enables the students to avoid unintentional plagiarism

2) helps the students to focus on what is important in what they are

reading or hearing

3) helps the students to understand and remember material, and make

connections

4) helps the students to structure the assignments they are researching

5) provides a personal record of what the students have learnt (more

useful than their lecturer's or friends' notes) and records their questions

and ideas

6) sets the students up for exam revision

(University of Reading, 2011)

Barkley, et al. (2005: 139) state, “This technique can help reinforce course

concepts, but it can also reinforce inaccuracy if both students in a pair

have faulty information. Repeat and emphasize the main concept

frequently, and review and assess the notes periodically to make sure that

students are learning the correct information. It is important that each

student take something from the other student’s note to improve his or her

27
own notes, that student will probably resent helping the student who is

taking poor notes.”

2.1.9 Disadvantages of Note-Taking Pairs Techniques

Note-Taking Pairs also bring the disadvantages to the students, as

follows:

1. Note-taking can distract the students from listening to lectures or while

reading a text.

2. Note-taking can put additional stress on those who do not write

naturally

3. The students can end up with so many notes that they have to spend

twice the amount of time going through them again to find out the

important points!

(University of Reading, 2011)

2.2 Frame of Thinking

Based on all previous explanation, the writer assumes that Note-Taking

Pairs Techniques can help teacher in teaching and learning process

especially reading by understanding concept of Note-Taking Pairs at

previous page. Note-Taking Pairs is designed to help the students improve

their notes on reading assignments and other kinds of learning activities,

Note-Taking Pairs is a technique where the student partners work together

to improve their individual notes. Working with a peer provides students

with an opportunity to revisit and crosscheck notes with another source.

Partners help each other acquire missing information and correct

28
inaccurancies so that their combined effort is superior to their individual

notes. The writer explain that Note-Taking Pairs technique can give

positive influence for students‘ learning motivation in the classroom,

because Note-Taking Pairs technique has some method which can make

the students is not bored in learning activities. This technique can make

the students active in the classroom because the technique encourage

students to work with their partners in comprehend the written text, sharing

summaries, corrections, and additional information.

And also, based on the theories of reading comprehension the writer could

conclude that in reading process was needed the comprehension about

what we read, because without comprehension the readers would be no

purpose to reading words. Comprehension entices the reader to continue

reading. Comprehension is also a process of making sense of a text, it

means that comprehension is a process to understand about the text that

the reader read.

Based on the explanation above, the writer asssumed that Note-Taking

Pairs technique can increase students’ reading comprehension.

29
The researcher draws the frame of thinking as follows:

(X) (Y)
Note-Taking Pairs Students’ Reading
Technique Comprehension

Characteristic: Indicators students are able to:

1. Can summarizing the main
points from a section of the
content, corrections and
additional information.
2. Improve their ideas to each
other.
3. The students more active in
learning English.
1. Get main idea of the text.
2. Identify the meaning of
vocabulary used in the text.
3. Get explicit information from
the text.
4. Get implicit information from
the text.
5. Identify reference used from
the text.

2.3 Hyphothesis

Based on the frame of thinking above, the writer formulates the

hyphothesis “There is an Influence of Note-Taking Pairs Techniques

Towards Students’ Reading Comprehension”

30
 CHAPTER III

RESEARCH METHOD

3.1 Research Method

This research is quantitative research. Mackey (2005:363) states that

“Quantitative research is research which variables are manipulated to test

hyphothesis and in which there is usually quantification of data and

numerical analysis”. In this case, the writer described and analysis the

data in the form of number. The writer used quasi experimental design.

According to Mackey and Gass (2003:363) “Quasi experimental research

is a type of experimental without random assignment of individuals”. It

means that quasi experimental design is not true experimental and does

not have randomly assignment group. In this case, the writer used to

classes. The first class was experimental class which is thought by using

Note-Taking Pairs Technique and the second class was control clas which

will be taught by using direct instruction. This research will be conducted

to know the effect of using Note-Taking Pairs Technique towards students’

reading comprehension.

31
3.2 Research Variable

In this research, the writer uses two variable as follows:

1. Independent Variable

The independent variable of research is Note-Taking Pairs

Technique (X).

2. Dependent Variable

The dependent variable of research is students’ reading

comprehension (Y)

3.3 Operational Definition of Variable

1. Note-Taking Pairs Technique is a technique of teaching reading

where the students partners work together to improve their individual

notes. This technique improve students’ reading comprehension

because the students must summarize the information they just read.

2. Students’ reading comprehension is students’ competence in reading

a printed page and acquires its meaning of the text to get some

knowledge and some information when reading the text. It is

indicated by the score achieved from the test.

3.4 Population, Sample, and Sampling Technique

3.4.1 Population of the Research

According to McMillan and Schumacher (2001:169) “Population is a group

of elements or cases, whether individuals, objects, or events, that conform

to specific criteria and to which we intend to generalize the result of the

research”. The population of the research is the tenth grade students of

32
SMA N 1 Bukit Kemuning. The total numbers of the students are ...

students in 4 classes.

Table 1
The Population of the Tenth grade Students at
SMA N 1 Bukit Kemuning in 2018/2019

Gender
No Class Total
Male Female
1 X IPA 1 14 22 36
2 X IPA 2 12 22 34
3 X IPS 1 15 18 33
4 X IPS 2 12 23 35
TOTAL 53 85 138
Source : The data of SMA N 1 Bukit Kemuning

3.4.2 Sample of the Research

McMillan (1996:86) states that “The sample is a group of elements, or

single element, from which data are obtained”. This research, the writer

use two classes as the sample of research. The first class used as an

experimental class where the students learned reading comprehension by

using Note-Taking Pairs Technique and another class used as a control

class where the students learned reading comprehension by using direct

instruction.

3.4.3 Sampling Technique

In this research the writer used cluster random sampling which a sample

can be taken to devide the area into a number of smaller and then to

randomly select a number of these smallest areas. The purpose of

sampling is to obtain a group subject who will be representative of the

33
large population or will provide specific information needed. According to

Walter (2003:174) “Cluster sampling is used when it is more feasible of

select groups of individuals rather than individuals from a defined

population”. McMillan (1996:90) states that “Cluster sampling involves the

random of naturally occuring groups or areas and then the selection

individual elements from the chosen groups or areas”. It means that

cluster sampling is part of random sampling. As for the meaning of random

sampling is the method of sampling by way of researcher mixing object in

the population so that all object are considered to have same oppurtunity

to be taken as sample (homogenous).

3.5 Data Collecting Technique

The writer used test to collect the data. According to Heaton (1989:107)

“There are six kinds of reading test: word matching, sentences matching,

picture and sentences matching, true/false test, multiple choice items,

completions items, rearrangement items, cloze procedure, open-ended

and miscellaneous, cursory reading”. In this case, the writer will use

multiple choice tests to gather the students’ reading comprehension.

3.6 Research Instrument

In this part , the writer is going to discuss about research measuring

intrument, validity of the test and reliability of the test.

3.6.1 Research Measuring Instrument

In this research the writer will use multiple choices to measure students’

reading comprehension. According to Heaton (1989:117) “The multiple

34
choice test offers a useful way of testing reading comprehension”. Multiple

choices are useful to include items testing the students’ reading

comprehension. To get data of students’ reading comprehension, the

writer will use multiple choice test consists of 40 test with five options (A,

B, C, D, E). Each correct questions is 2,5 and for incorrect questions is 0.

The highest score is 100 and the lowest score is 0.

3.6.2 Validity of the Test

McMillan and Schumacher (2001:237) state that “ test validity is the extent

to which inferences made on the basic onnumerical scores are

appropriate, meaningful, and useful”. Futhermore, according to Khothari

(2004:74) “Three types of validity in this connection, there are content

validity, criterion-related validity, and construct validity”. In this research,

the writer will use two types of validity, they arecontent validity and

construct validity.

Content Validity

Brown (2004:22) states taht “Content validity is a test actually samples the

object matter about which conclusion are to able draw, and if it requires

the test-talker to perform the behavior that is being measure. In this case,

a test can be measured by what you want to measure. In content validity,

the items test should be suitable based on syllabus.

Construct Validity

Construct validity is test that will be measured by indicators. The function

of validity test is what the test measure and how well it does.

35
3.6.3 Reliability of the Test

Reliability of the test is about the characteristic of the score not about the

testor instrumen. When the test can be measured twice and the result is

constant, it means that the test is reliability. To find out the reliability of the

reading test, the writer is going to use split-half technique by Arikunto

(2006:170) with the steps as follows:

1. Try out the instrument test items to the students out the sample

research.

2. Divide the result of the test on two parts: odd and even number.

3. Analysis the result by using Product Moment Formula.

Notes:

rxy : The coefficient correlation between x and y

N : The total number of sample

x : The total number of x score (odd items)

y : The total number of y score (even items)

∑x2 : The quadrate of odd number items test

∑y2 : The quadrate of even number items test

∑xy : The total number of x times by y

4. Find the reliability coeficient by using spearmen brown formula as

follows:

Notes:

r11 : The reliability of test.

rxy : The coefisient correlation between x and y.

1&2 : The constant number.

36
5. Consult the result of reliability to the table of product moment.

6. Consulting the result with the criteria of reliability by Arikunto

(2006:276) as follows:

Reliability coefficient 0.800 – 1.000 is very high

Reliability between 0.600 – 0.800 is high

Reliability between 0.400 – 0.600 is fair

Reliability between 0.200 – 0.400 is low

Reliability between 0.000 – 0.200 is lowest

3.7 Data Analyzing Technique

In this research, the writer will use T-test. Before that, the writer was

determining the normality and homogenity of the data.

3.7.1 Data Normality Test

The hyphothesis formula is:

Ho : The data have normal distribution.

Ha : The data do not have normal distribution

Notes:

Oi : Observed frequency

Ei : Expected frequency

To look Oi (Observed Frequency) and Ei (Expected Frequency) the writer

does some steps :

1. Looking for the total number of interval class (K)

2. Looking for length number of interval class (P)

37
3. The calculating of observed frequency and expected frequency.

The criteria of the test:

Ho is rejected if x2ratio ≥ x2table (1 -) (k - 3) if it has normal distribution, so

continued with the testing of homogenous.

(Sudjana,2005:273)

3.7.2 Homogenity Test

It is know whether the data are homogeneous or not. The formula of

homogeneity test by Sudjana (2005:250) as follows:

F=

Notes:

F : The homogeneity of variance

S : Standard Deviation

The hyphotheses are:

Ho : = (The variance of the data is homogeneous)

Hα : = (The variance of the data is not homogeneous)

With the test criterion:

Ho is accepted if F(1 - )(n1 - 1) < F ½ (n1 – 1.n2 - 1)

3.7.3 The Hyphothesis Test

It used to prove the hyphotheses proposed by the writer whether they are

accepted or not. The formula ttest formula as follows:

ttest =

S2

38
Notes:

n1 = The total of the students experimental class

n2 = The total of the students of control class

x1 = The average score of experimental class

x2 = The average score of control class

S12 = The variance of experimental class

S22 = The variance of control class

S = The combination standard deviation

3.7.4 Equality Test of Two Average

H0 : μ1 = μ2 (There is no influence of using Note-Taking Pairs Technique

towards Students’ Reading Comprehension at the tenth

gradeof SMA N 1 Bukit Kemuning in 2018/2019).

Hα : μ1 μ2 (There is an influence of using Note-Taking Pairs Technique

towards Students’ Reading Comprehension at the tenth

grade of SMA N 1 Bukit Kemuning in 2018/2019).

The testing criterion:

H0 is accepted if t < t (1 - ) with dk =n1+n2-2 beside H0 that is rejected,

with the mistake level 5% (α = 0.05) and 1% (α = 0.01)

(Sudjana (2005:239))

3.7.5 Different Test of Two Average

H0 : μ1 < μ2 (The average score of students’ reading comprehension

which are taught by using Note-Taking Pairs Technique is

39
 lower than which are taught by direct instruction at the tenth

grade of SMA N 1 Bukit Kemuning in 2018/2019).

Hα : μ1 > μ2 (The average score of students’ reading comprehension

which are taught by using Note-Taking Pairs Technique is

higher than which are taught by direct instruction at the tenth

grade of SMA N 1 Bukit Kemuning in 2018/2019).

The testing criterion:

H0 is accepted if t < t (1 - ) with dk =n1+n2-2 beside H0 that is rejected,

with the mistake level 5% (α = 0.05) and 1% (α = 0.01)

(Sudjana (2005:239))

40
 REFERENCES

Billmeyer Rachel, PH.D., and Mary Lee Barton, M.Ed. 1997. Teaching
Reading in the Content Areas: If Not Me, Then Who? 2nd
Edition. Aurora, Colorado

Anita, Finny(2012). The Influence of Note-Taking Pairs Technique and

students’ linguistic intelligence upon students’ reading
competence (an experimental research at STKIP_PGRI
Pontianak, 2011-2012)”. Surakarta. Universitas Sebelas Maret.

Soleimani Hassan., and Sajadeh Hajghani (2013). The Effect of Teaching

Reading Comprehension Strategies on Iranian EFL Pre-
University Students’ Reading Comprehension Ability.

Van Dijk, T. A., &Kintsch, W. (1983). Strategies of discourse

comprehension. New York: Academic Press

Harmer, Jeremy. 1991. The Practice of English Language Teaching.

London: Pearson Longman.

Harmer, J. 2007. The Practice of English Language Teaching-fourth

edition. London: Pearson Longman

Pang. Elizabeth S, et al. Teaching Reading. France. SADAG. Bellegarde

inhttp://www.ibe.unesco.org/publications/EducationalPracticesSe
riesPdf/prac12e.pdf

Fu-Tsai (2009). EFL college freshman note-taking for reading

comprehension. The Journal of Human Resource and Adult
Learning Vol. 5, Num. 2, December 2009.

McMillan J.H., and Schumarcher, S. (2001). Research in Education: A

conceptual Introduction. New York: Longman.

Nunan, D. (2003). Practical English Language Teaching. Singapore: MC

Graw Hill

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Barkley, Elizabeth F., K. Patricia Cross & Claire Howell Major. 2005.
Collaborative Learning Techniques (A Handbook for Collage
Faculty). Usa: Jossey-Bass.

Brown, H. Douglas (2000). Language Assessment (Principles and

Classroom Practice). USA : Longman.

Brown, H. Douglas (2001). Teaching By Principles (An interactive

Approach to Language Pedagogy second edition). USA:
Longman

Sudjana, (2005). Metode Statistika. Bandung: Tarsito.

Arikunto, Suharsimi. (2006). Prosedur Penelitian Suatu Pendekatan

Praktek. Yogyakarta. Rineka Cipta.

42
THE INFLUENCE OF NOTE-TAKING PAIRS TECHNIQUE TOWARDS
STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE
OFSMA N 1 BUKIT KEMUNING 2018/2019

(A Proposal)

By :

NOVIA VERONICA
NPM 151220079

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

PERSATUAN GURU REPUBLIK INDONESIA
(STKIP-PGRI) BANDAR LAMPUNG
2018/2019

43
 LIST OF CONTENT

CHAPTER I INTRODUCTION

1.1 Background of the Problem............................................................ 1

1.2 Identification of the Problem........................................................... 6

1.3 Limitation of the Problem ............................................................... 6

1.4 Formulation of the Problem ............................................................ 7

1.5 Objectives and Uses of the Research ............................................ 7

1.5.1 Objective of the Research ........................................................... 7

1.5.2 Uses of the Research ................................................................. 7

1.6 Scope of the Research .................................................................. 7

1.6.1 Subject of the Research .............................................................. 7

1.6.2 Object of the Research ............................................................... 8

1.6.3 Time of the Research .................................................................. 8

1.6.4 Place of the Research ................................................................. 8

CHAPTER II FRAME OF THEORY, THINKING AND HYPOTHESIS

2.1 Frame of Theory ............................................................................ 9

2.1.1 Definition of Reading .................................................................. 9

2.1.2 Teaching Reading ...................................................................... 12

2.1.3 Reading Comprehension .......................................................... 15

2.1.4 Principle of Teaching Reading .................................................. 19

44
2.1.5 Component of Teaching Reading ............................................... 21

2.1.6 Definition of Note-Taking Pairs ................................................... 24

2.1.7 Procedure of Using Note-Taking Pairs Techniques .................... 26

2.1.8 Advantages of Note-Taking Pairs Techniques ............................ 27

2.1.9 Disadvantages of Note-Taking Pairs Techniques ....................... 28

2.2 Frame of Thinking .......................................................................... 28

2.3 Hyphothesis ................................................................................... 30

CHAPTER III RESEARCH METHOD

3.1 Research Method ........................................................................... 31

3.2 Research Variable ......................................................................... 32

3.3 Operational Definition of Variable .................................................. 32

3.4 Population, Sample, and Sampling Technique .............................. 32

3.4.1 Population of the Research ......................................................... 32

3.4.2 Sample of the Research.............................................................. 33

3.4.3 Sampling Technique ................................................................... 33

3.5 Data Collecting Technique ............................................................. 34

3.6 Research Instrument ...................................................................... 34

3.6.1 Research Measuring Instrument ................................................. 34

3.6.2 Validity of the Test ...................................................................... 35

3.6.3 Reliability of the Test ................................................................... 36

3.7 Data Analyzing Technique ............................................................. 37

3.7.1 Data Normality Test .................................................................... 37

3.7.2 Homogenity Test ......................................................................... 38

3.7.3 The Hyphothesis Test ................................................................. 38

45
3.7.4 Equality Test of Two Average ..................................................... 39

3.7.5 Different Test of Two Average .................................................... 39

REFERENCES

46