E Thesis PDF

THE EFFECTIVENESS OF SELECTIVE HIGHLIGHTING AND NOTE-
TAKING STRATEGY FOR TEACHING READING COMPREHENSION AT

SMA MUHAMMADIYAH 3 PONOROGO
THESIS
By
TRI ASTUTI
NIM. 210914041
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE INSTITUTE OF ISLAMIC STUDIES PONOROGO
2018
ABSTRACT
Astuti, Tri. 2018. The Effectiveness of Selective Highlighting and Note-Taking

Strategy for Teaching Reading Comprehension at SMA Muhammadiyah 3
Ponorogo. Thesis, English Education Department, Tarbiyah and Teacher
Training Faculty, State Institute of Islamic Studies Ponorogo. Advisor Dra.
Aries Fitriani, M.Pd.
Key Words: Selective Highlighting and Note-Taking Strategy, Teaching Reading

Comprehension.
Reading is one of the most important skills to get information through

comprehension the text. In actually, many English learners find some difficulties to
understand the English text because of some problems, such as lack of vocabulary
mastery, less motivation to do some exercises, and so on. Teachers have to conduct
some srategies in learning to improve students’ reading comprehension achievement.
One of strategies is Selective Highlighting and Note-Taking strategy.
The objective of this research is to find out whether the eleventh grade
students of SMA Muhammadiyah 3 Ponorogo who are taught by using Selective
Highlighting and Note-Taking strategy can improve students’ reading comprehension
achievement than those who are not.
This research applied quantitative approach and used the quasi-experimental

research design. It used two classes (experimental class and control class) which are
taught by using two different strategies. The experimental class was taught by using
Selective Highlighting and Note-Taking strategy and control class was taught by
using Lecturing strategy.The population was taken from the eleventh grade students
of SMA Muhammadiyah 3 Ponorogo which consist of 50 students. The sample of
experimental class is 18 students and control class concists of 18 students. The
technique of data collection was test and documentation. To analyze the data, the
researcher used T-test by using SPSS.
The result showed that the value of T-test was 5,075. The value of ttable in
significance level 5% was 2,03. It means that the value of T-test was higher than ttable
(5,075 > 2,03). So, H0 was accepted and H1 was refused.
So, it can be concluded that there is significant different score on students

reading comprehension that is taught by using Selective Highlighting and Note-
Taking strategy. It means that Selective Highlighting and Note-Taking strategy is
effective strategy for teaching reading comprehension at the eleventh grade students
of SMA Muhammadiyah 3 Ponorogo.
CHAPTER I
INTRODUCTION
A. Background of the Study
Reading is an activity read a text to make meaning from the text. Readers
make meaning of the text like text comprehension as a goal. Goal of reading is
comprehension the text. When the readers know the text tell about, so the readers
have creat the meaning of the text about.
Reading is a process of readers combining information from a text and
their own background knowledge to build meaning. Meaning is at the core of what
reading is. The reader’s background knowledge integrates with the text to create
the meaning.1 Reader creats the meaning of the text through comprehend the text.
Comprenhension is the goal of reading.2
Comprehension is not always effortless and fast, of course. When
beginning readers struggle over individual words, reading is slowed to an near halt
and deeper levels of comprehension are seriously compromised.3 It means that
comprehension is the reader comprehend what they read, not about the speed of
reading but how far the reader understand of the text.
1
Neil J. Anderson, Practical english Language Teaching: Reading (New York: McGraw-Hill
Companies, 2008), 2-3.
2
Ibid., 3.
3
Danielle S. McNamara, Reading Comprehension Strategies: Theories, Interventions, and
Technologies (New York: Lawrence Erlbaum Associates, 2007), 4.
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. Thus our knowledge and experiences related to key
ideas in the text we read influence what we learn and remember about what we
read. World knowledge and word meaning influence our understanding.4
Reading comprehension is important, not just for understanding text, but
for broader learning succes in education, and employment. It is even important for
our social lives because of email, text, and social networking sites. Reading
comprehension is a complex task, which requires the orchestration of many
different cognitive skills and abilities.
Of course, reading comprehension is necessarily dependent on at least
adequate word reading: readers cannot understand a whole text if they cannot
identify (decode) the words in that text. Likewise, good reading comprehension
will depend on good language understanding more generally. This requires
comprehension of the individual words and the sentences that they form. However,
comprehension typically requires the comprehender to integrate the sense of these
words and sentences into a meaningful whole.5
4
Janette K. Klingner, et al., Teaching Reading Comprehension to Students with Learning
Difficulties (New York: Guilford Press, 2007), 2-3.
5
Jane Oakhill, et al., Understanding and Teaching Reading Comprehension: a Handbook
(New York: Library of Congress Cataloging in Publication Data, 2015), 1.
Teaching reading is a teacher’s activity to develop students’ reading skill
and to help the student in comprehending the text easily.6 Teaching of reading
comprehension is not easy because the English teacher in SMA Muhammadiyah 3
Ponorogo has many problems such as the condition in there, based on interview
with Mr. Maruto, he said that,”Teaching reading in this school is difficult because
students have less in comprehend the text, students have lack vocabulary, and
students feel bored in learning.” Besides, the teacher’s strategy on teaching
reading is still monotonous, the students seriousness is low, so the students
unattracted on learning reading. In the fact, when teacher gives a text to read,
students misunderstanding what the text tell about, so it is influence the students’
achievement in reading lesson are low.7
Based on the result of National Exam in English lesson especially in
reading test items, many students have mistakes in reading test item. According to
one of students of eleventh grade students in there, she said that they had not
understood about the text about. They often found some difficulties in
understanding the text because of some factors namely they have less vocabulary
and they are lazy to do some exercises and read the text. Beside that, they also
found difficulties in answering the question of the text correctly and properly
based on the context.8
6
Bernadet Kiniuta, “Teaching Reading by Combining Selective Highlighting and Three
Minute Pause Strategy at Junior High school,” (Paper, STKIP PGRI, Sumatra Barat), 3.
7
Interview on 11th December 2017.
8
Interview on 14th December 2017.
Furthermore, based on researcher’s observation at the eleventh grade
students of SMA Muhammadiyah 3 Ponorogo that problems happen because the
teacher did not use variation strategy in English teaching. Teacher just uses a
lecturing strategy in English teaching. Beside that, the teacher just gives excercices
from the book that he uses teaching in there. The teacher just explains the material
without connecting with the surrounding environment. So, the students have
difficulty in understanding the lesson.9 Based on the cases above, researcher
considers if a problem occurs can be solved by choosing suitable strategy for
teaching reading comprehension. The researcher is choosing selective highlighting
and note-taking strategy for teaching reading comprehension.
Selective highlighting and note-taking strategy is a good strategy for
helping the teacher in teaching reading comprehension. Highlighting helps
students break large amounts of information into manageable units that are easily
located within the text. Furthermore, note taking can help students remember
important concepts in organizing content information into manageable notes.10
Selective highlighting and note-taking strategy is one of the strategies can be used
to build the students comprehension in reading.
Selective highlighting is a simple strategy with a great benefit. By using
selective highlighting, students will know how to pick out the main ideas and
9
Observation on 23th December 2017.
10
Margaret Bouchard, Comprehension Strategies for English Language Learners (USA:
Scholastic, 2005), 73.
information that are important to underline or highlight.11 Beside that, by Piolat et
al, note-taking is a complex activity that combines comprehension with production
of notes, and this complicated process is dependent upon working memory.12
These two strategies have been combined and presented in sequential order
because successful note-taking is dependent upon the student’s ability to identify
important information (main idea) from supporting details that is developed
through selective highlighting.13
In this research, selective highlighting and note-taking strategy uses two-
column notes. Two column-notes are particularly effective for social studies and
can take a variety of formats including main idea/detail.14 Those are match with
learning objectives in chapter I Engish lesson that is focus on narrative text with
the theme “Valuable Stories”. In valuable stories, we get the moral value from the
text as social studies in life.
Based on the description above the researcher is curious on analyzing the
effectiveness of using selective highlighting and note-taking in reading
comprehension. So, the researcher tries to investigate about “The Effectiveness of
Selective Highlighting and Note-Taking Strategy for Teaching Reading
Comprehension at SMA Muhammadiyah 3 Ponorogo”.
11
Bernadet, “Teaching Reading by Combining Selective Highlighting and Three Minute
Pause Strategy at Junior High school,” 4.
12
Cited in Lori Quintus, et al., “ The Impact of the Cornell Note-Taking method on Students’
Performance in a High School Family and Consumer Sciences Class,” Journal of Family & Consumer
Sciences Education, 1 (2012), 29.
13
Bouchard, Comprehension Strategies for English Language Learners, 73.
14
Ibid., 75.
B. Limitation of the Problem
This study focuses on the appliying selective highlighting and note-taking
strategy on teaching reading comprehension in narrative text by using two-column
notes. This study is conducted at the eleventh grade students of senior high school
in SMA Muhammadiyah 3 Ponorogo in academic year 2017/2018.
C. Statement of the Problem
Based on the background above, the researcher formulates the research
problem as follow: Is there any significant difference score on the students’
reading comprehension who are taught by selective highlighting and note-taking
strategy and those who are not at the eleventh grade students of SMA
Muhammadiyah 3 Ponorogo in academic year 2017/2018?
D. Objective of the Study
The objective of this study is to find out whether there is any significant
difference score on students’ reading comprehension who are taught by selective
highlighting and note-taking strategy and those who are not at the eleventh grade
students of SMA Muhammadiyah 3 Ponorogo in academic year 2017/2018.

E. Significance of the Study
The result of this research is expected to give useful information and
contribute for educational environment.
1. Theoretical
The result of this study is expected to be a reference in teaching reading
comprehension and as to theoretical basis to build students’ reading
comprehension by using selective highlighting and note-taking strategy.
2. Practical
The result of this study is expected to be beneficial for:
a. Teacher
The study is expected to be useful and helpful for teacher to improve
teaching activity of English which is used in teaching learning process or as
reference for teacher to be use the selesctive highlighting and note-taking in
reading comprehension. The writer hopes that the teacher conducts selective
highlighting and note-taking strategy in teaching reading comprehension to
increase students’ reading comprehension.
b. Students
The study is expected to increase students’ reading achievement in
reading learning.
c. Readers
This study is expected to give contribution to readers, particularly the
students of English Department of IAIN Ponorogo as a references concerned

with the conduct selective highlighting and note-taking strategy in teaching
reading comprehension.
F. Organization of the Thesis
In this research, the researcher uses the organization of the study that
consists of five chapters as follow:
Chapter I: Introduction
It consists of background of the study, limitation of the study, statement of
the problem, objective of the study, significances of the study, and organization of
the thesis.
Chapter II: Review Of Related Literature
This chapter is explained about previous study, theoretical background,
theoretical framework, and hypothesis.
Chapter III: Research Method
This chapter is explained about research design, population and sample,
instrument of data collection, technique of data collection, and technique of data
analysis.
Chapter IV: Research Finding
Research result consists of research location, data description, data
analysis, and discussion.
Chapter V: Closing
This chapter consists of conclusion and recommendation.

CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Study
There is previous study related in this research. There are three previous
research findings related in this research. First, previous research finding that is
conducted by Carole L. Yue, Benjamin C. Storm, Nate Kornell, and Elizabeth
Ligon Bjork with the title “Highlighting and Its Relation to Distributed Study and
Students’ Metacognitive Beliefs”. That is a research of Educational Psychology
from United State of America. Research methodology in this research uses
comparative methodolody. The result of this research that highlighting improved
later cued recall of highlighted information without impairing recall of non-
highlighted information from a text passage. Furthermore, the benefit of
highlighting was numerically greater when participants read the passage twice
without delay, suggesting that highlighting may be particularly beneficial when
students reread text passages immediately. From the result of questionnaire, the
students show positive response, many students use highlighters and believe them
to be an important component of their studying.15
Second, previous research finding that is conducted by Raymond W.
Kulhavy, James W. Dyer, and Linda Silver with the title “The Effects of
15
Carole, et al., “Highlighting and Its Relation to Distributed Study and Students’
Metacognitive Beliefs,” Educ Psychol Rev (July 2014), 4-10.
Notetaking and Test Expectancy on the Learning of Text Material”. That is a
Journal of Educational Research of Arizona State University. Research
methodology in this research uses quantitative approach. The design of this
research is experimental research design. The result of this research is note-taking
leads to an increase in what the learner can remember from reading a text.16
Third, previous finding that is conducted by Keiichi Kobayashi with the
title “Combined Effects of Note-Taking/-Reviewing on Learning and the
Enhancement through Interventions: A meta-analytic review”. This is a Journal of
Educational Psychology from Shizuoka University of Japan. Research
methodology in this research uses comparative methodology. The result of this
research that the present meta-analysis reveals that the overall effects on learning
of students’ spontaneous note-taking/-reviewing are substantially positive. The
results also show that interventions in note-taking and/ or –reviewing procedures
can increase the benefits of note-taking/-reviewing.17
The difference between the three of previous research finding above and
the researcher’s research is the focus strategy used in teaching reading. Those
three previous research finding above explain of each strategy. Like in first
previous research finding with the title “Highlighting and Its Relation to
Distributed Study and Students’ Metacognitive Beliefs” focus on highlighting
16
Raymond W. Kulhavy, et al., ”The Effects of Notetaking and Test Expectancy on the
Learning of Text Material,” The Journal of Educational Research (December, 2014), 363-365.
17
Keiichi Kobayashi, ”Combined Effects of Note-Taking/-Reviewing on Learning and the
Enhancement through Interventions: A meta-analytic review,” The Journal of Educational Psychology
(June, 2006), 459-477.
strategy. Besides that, in second previous research finding with the title “The
Effects of Notetaking and Test Expectancy on the Learning of Text Material” and
third previous research finding with the title “Combined Effects of Note-Taking/-
Reviewing on Learning and the Enhancement through Interventions: A meta-
analytic review” focus on note-taking strategy. While in this researcher’s research
focus on selective highlighting and note-taking strategy as unit can’t be seperated
because both strategies need each other.
B. Theoretical Background
In this research, the writer is using theories that are relevant with the theme
of the discussion. The theories are:
1. Teaching Reading Comprehension
a. Definition of Reading
Reading is a constantly developing skill.18 Reading is a set of skills
that involves making sense and deriving meaning from the printed word.19
Reading is the practice of using text to create meaning.20 Reading is a
meaning making process involving an interaction between the reader and the
18
Andrew P. Johnson, Teaching Reading and Writing: A Guidebook for Tutoring and
Remediating Students (USA: Rowman & Littlefield, 2008), 4.
19
Caroline T. Linse, Practical English Language Teaching: Young Learners (New York:
McGraw-Hill Companies, 2005), 69.
20
Johnson, Teaching Reading and Writing: A Guidebook for Tutoring and Remediating
Students, 3.
text.21 Text and the reader are the two physical entities necessary for the
reading process to begin.22 It means that reading is learning activity about
read the text who has purpose that know and understand of the meaning
based on the text to developing skill by practicing. Meaning, learning, and
pleasure are the ultimate goals of learning to read.23
Reading integrates visual and non visual information. During the act
of reading, the visual information found on the page combines with the
nonvisual information contained in our head to create meaning.24 Both visual
and nonvisual information is involved in comprehension.25
b. Types of Reading
There are some types of reading such as follow:26
1) Perceptive
Perceptive reading tasks involve attending to the components of
larger stretches of discourse: letters, words, punctuation, and other
graphemic symbols. Bottom-up processing is implied.
21
Gholam-Reza Abbasian and Saeid Maskukian, “Schemata-Building Role of Teaching Word
History in Developing Reading Comprehension Ability,” The Journal of Applied Linguistics (2009), 6.
22
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher (Cambridge:
Cambridge University Press, 1997), 15.
23
Klingner, et al., Teaching Reading Comprehension to Students with Learning Difficulties,
2.
24
Johnson, Teaching Reading and Writing: A Guidebook for Tutoring and Remediating
Students, 4.
25
Alice Omaggio Hadley, Teaching Language in Context (Heinle & Heinle, 1993), 195.
26
H. Douglas Brown, Language Assessment: Principles and Classroom Practices (San
Francisco: Addison Wesley Logman, 2003), 189-190.
2) Selective
This category is largely an artifact of assessment formats. In order
to ascertain one’s reading recognition of lexical, grammatical, or
discourse features of language within a very short stretch of language,
certain typical tasks are used: picture-cued tasks, matching, true/false,
multiple-choice, etc. A combination of bottom-up and top-down
processing may be used.
3) Interactive
Typical genres that lend themselves to interactive reading are
anecdotes, short narratives and descriptions, excerpts from longer texts,
questionnaires, memos, announcements, directions, recipes, and the like.
The focus of an interactive task is to identify relevant features (lexical,
symbolic, grammatical, and discourse) within texts of moderately short
length with the objective of retaining the information that is processed.
Top-down processing is typical of such tasks, although some instances of
bottom-up performance may be necessary.
4) Extensive
Extensive reading applies to texts of more than a page, up to and
including professional articles, essays, technical reports, short stories, and
books. Top-down processing is assumed for most extensive tasks.

c. Models of Reading
Models of reading are what happens when people read. There are
three main models of how reading occurs.27
1) Bottom-up theory
Bottom-up theory argues that the reader constructs the text from
the smallest units (letters to words to phrases to sentences, etc.) and that
the process of constructing the text from those small units becomes so
automatic that readers are not aware of how it operates.
2) Top-down theory
Top-down theory argues that readers bring a great deal of
knowledge, expectations, assumptions, and questions to the text and,
given a basic understanding of the vocabulary, they continue to read as
long as the text confirms their expectations.
3) The interactive school
The interactive school argues that both top-down and bottom-up
processes are occuring, either alternately or at the same time. These
theorists describe a process that move both bottom-up and top-down,
depending on the type of the text as well as on the reader’s background
knowledge, language proficiency level, motivation, strategy use, and
culturally shaped beliefs about the reading.
27
Aebersold and Field, From Reader to Reading Teacher, 18.
d. Elements of Reading
There are some elements of reading such as follow:28
1) Phonemic awareness
Phonemic awareness is the ability to hear, identify and manipulate
the individual sounds-phonemes-in spoken words.
2) Phonics
Phonics is the understanding that there is a predictable relationship
between phonemes (the sounds of spoken language) and graphemes (the
letters and spellings that represent those sounds in written language).
3) Vocabulary
Vocabulary refers to the words we must know to communicate
effectively. Reading vocabulary refers to words we recognize or use in
print.
4) Fluency
Fluency is the ability to read a text accurately and quickly. When
fluent readers read silently, they recognize words automatically.
5) Comprehension
Comprehension is the reason for reading. If readers can read the
words but do not understand what they are reading, they are not really
reading.
28
Jonathan Sarwono and Yudhy Purwanto, English for Academic Purposes: A Successful
Way to Learn Scientific English (Yogyakarta: ANDI, 2013), 1.
e. Definition of Teaching Reading
Teaching is showing or helping someone to learn how to do
something, giving instructions, guiding in the study of something, providing
with knowledge, causing to know or understand.29 It implies that teaching as
a transformation knowledge from teacher to learners with the purpose to
know and understand based on learn. Teaching reading is transformation
knowledge about how to read untill comprehend the text.
f. Principles in Teaching Reading
There are some principles of teaching reading such as follow.30
1) Exploit the reader’s background knowledge
A reader’s background knowledge can influence reading
comprehension. Background knowledge includes all of the experiences
that a reader brings to a text: life experiences, educational experiences,
knowledge of how text can be organized rhetorically, knowledge of how
one’s first language works, knowledge of how the second language
works, and cultural background and knowledge. Reading comprehension
can be significantly enhanced if background knowledge can be actived by
setting goals, asking questions, making predictions, teaching text
structure, and so on.
29
H. Douglas Brown, Principles of Language Learning and Teaching (USA: Pearson
Education, 2007), 8.
30
David Nunan, Practical English Language Teaching (New York: McGraw-Hill, 2003), 75-
79.
2) Build a strong vocabulary base
Basic vocabulary should be explicitly taught and second language
readers should be taught to use context to effectively guess the meanings
of less frequent vocabulary.
3) Teach for comprehension
Monitoring comprehension is essential to successful reading.
Teach for comprehension that readers must monitor their comprehension
processes and be able to discuss with the teacher and/ or fellow readers
what strategies they use to comprehend.
4) Work on increasing reading rate
Teachers over emphasize accuracy which impedes fluency in
increasing students reading rate. The teacher must work towards finding a
balance between assisting students to improve students reading rate and
developing reading comprehension skill. It is very important to
understand that the focus is not to develop speed readers, but fluent
readers.
5) Teach reading strategies
In Oxford explain that strategies are “the tools for active, self-
directed involvement that is necessary for developing communicative
ability. Strategies are not a single event, but rather a creative sequence of
events that learners actively use”. This definition undescores the active
role that readers take in strategic reading. Students need to learn how to
use a range of reading strategies that match their purposes for reading.
6) Encourage readers to transform strategies into skills
Strategies can be defined as conscious actions that learners take to
achieve desired goals or objectives, while a skill is a strategy that has
become automatic. As learners consciously learn and practice specific
reading strategies, the strategies move from conscious to unconscious;
from strategy to skill.
7) Build assessment and evaluation into your teaching
Quantitative and qualitative assessment activities should be
included in the reading classroom. Quantitative assessment will include
information from reading comprehension tests as well as reading rate
data. Qualitative information can include reading journal responses,
reading interest surveys, and responses to reading strategy checklists.
8) Strive for continuous improvement as a reading teacher
Reading teachers need to be passionate about their work. They
should view themselves as facilitators, helping each reader discover what
works best. The good reading teacher actively teaches students what to
do. To succeed, reading teacher need more than classroom tips and
techniques: reading teacher need to understand the nature of the reading
process.
g. Approaches in Teaching Reading
According Richards and Rodgers that approach refers to theories
about the nature of language and language learning that serve as the source
of practices and priciples in language teaching. there are two approaches to
teaching reading, they are:31
1) An extensive approach
An extensive approach to teaching reading is based on the belief
that when students read for general comprehension large quantities of
texts of their own choosing, their ability to read will consequently
improve. In an extensive reading course, the text is always to be read for
comprehension of main ideas, not of every detail and word. Extensive
readings are not generally used to teach or practice specific reading
strategies or skills. Since students read authentic materials, the texts do
not have accompanying reading exercises.
2) An intensive approach
In an intensive approach to reading, reading the text is treated as
an end in itself. Each text is read carefully and thoroughly for maximum
comprehension. Teachers provide direction and help before, sometimes
during, and after reading. Students do many exercises that require them to
work in depth with various selected aspects of the text.
31
Cited in Aebersold and Field, From Reader to Reading Teacher, 42-45.
h. The Meaning of Reading Comprehension
Anderson stated that the aim of reading is comprehension.32
Comprehension is a type of understanding such that the individual knows
what is being communicated.33
Reading comprehension is the process of making meaning from
text.34 Reading comprehension refers to reading for meaning, understanding,
and entertainment.35 If you have good comprehension, you give close
attention to what you are reading, relate what you read to your own
experience, you have critical attitude toward what you read, and you are able
to organize the information you get from reading.36
i. Micro and Macro Skills of Reading Comprehension
Brown states that are 7 microskills and 7 macro skills in reading
comprehension. The micro- and macroskills below represent the spectrum of
possibilities for objectives in the assessment of reading comprehension.37
1) Microskills for Reading Comprehension
a) Discriminate among the distinctivegraphemes and orthographic
patterns of English.
b) Retain chunks of language of different lengths in short-term memory.
32
Cited in Linse, Practical English Language Teaching, 71.
33
Aebersold and Field, From Reader to Reading Teacher, 118.
34
Gary Woolley, Reading Comprehension: Assisting Children with Learning Difficulties
(New York: Springer, 2011), 15.
35
Linse, Practical English Language Teaching, 71.
36
Paul Witty, How to become a better reader (America: Science Research Associates, 1953),
24.
37
Brown, Language Assessment: Principles and Classroom Practices, 187-188.
c) Process writing at an efficient rate of speed to suit the purpose.
d) Recognize a core of words, and interpret word order patterns and their
significance.
e) Recognize grammatical word classes (nouns, verbs, etc.), systems
(e.g., tense, agreement, pluralization) patterns, rules, and elliptical
forms.
f) Recognize cohesive devices in written discourse and their role in
signaling the relationship between and among clauses.
2) Macroskills for Reading Comprehension
a) Recognize the rhetotical forms of written discourse and their
significance for interpretation.
b) Recognize the communicative functions of written texts, according to
form and purpose.
c) Infer context that is not explicit by using background knowlegde.
d) 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.
e) Distinguish between literal and implied meanings.
f) Detect culturally specific references and interpret them in a context of
the appropriate cultural schemata.

g) 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.
j. Factors in Reading Comprehension
There are some factors influencing in reading comprehension. They
are:38
1) The reader
To comprehend, a reader must have a wide range of capacities and
abilities. These include cognitive capacities (e.g., attention, memory,
critical analytic ability, inferencing, visualization ability), motivation (a
purpose for reading, an interest in the content being read, self-efficacy as
a reader), and various types of knowledge (vocabulary, domain and topic
knowledge, linguistic and discourse knowledge, knowledge of specific
comprehension strategies).
2) The text
The features of text have a large effect on comprehension.
Comprehension does not occur by simply extracting meaning from text.
During reading, the reader constructs different representations of the text
that are important for comprehension.
38
Catherine E. Snow, Reading for Understanding: Toward a Research and Development
Program in Reading Comprehension (RAND, 2002), 13-15.
3) The activity
Activity refers to this dimension of reading. A reading activity
involves one or more purposes, some operations to process the text at
hand, and the consequences of performing the activity.
In considering the reader, we include all the capacities, abilities,
knowledge, and experiences that a person brings to the act of reading. Text is
broadly construed to include any printed text or electronic text. In
considering activity, we include the purposes, processes, and consequences
associated with the act of reading.39
k. Good and Poor Readers
Good readers understand and learn from text suggest that they
coordinate a set of highly complex and well-developed skills and strategies
before, during, and after reading that assist them in understanding and
remembering what they read. The skills and strategies that good readers use
include:40
1) Rapid and accurate word reading
2) Setting goals for reading
3) Noting the structure and organization of text
4) Monitoring their understanding while reading
5) Creating mental notes and summaries
39
Ibid., 11.
40
Klingner, et al., Teaching Reading Comprehension to Students with Learning Difficulties,
3-4.
6) Making predictions about what will happen, checking them as they go
along, and revising and evaluating them as needed
7) Capitalizing on what they know about the topic and integrating that with
new learning
8) Making inferences
9) Using mental images such as visualization to assist them in remembering
or understanding events or characters
Furthermore, if you are a good reader, you read rapidly and you
understand well what you read. This means that you have such skills and
habbits as these:41
1) You read for a purpose
2) You read thought units
3) You have many reading rates
4) You evaluate what you read
5) You have a good vocabulary
6) You read varied materials
7) You read widely and enjoy reading.
Good readers have high quality comprehending the text. They
comprehend about what they read of the text, so they can be answer the
questions based on the text.
41
Witty, How to become a better reader, 21-22.
Contrast condition if you are a poor, you read slowly and understand
poorly what you read. This means that you have such skills and habits as
these:42
1) You read without a purpose
2) You read word by word
3) You have only one reading rate
4) You believe everything you read
5) You have a limited vocabulary
6) You usually read the same kind of materials
7) You read little and dislike reading
2. Selective Highlighting and Note-taking Strategy
a. The Definition of Selective Highlighting and Note-Taking Strategy
Selective highlighting/underlining is a learning strategy that helps
students organize information enabling them to better understand the
author’s craft as well as remembering the text.43 In selective highlighting,
learners use specific colors to highlight key words and phrases representing
main ideas and supporting details to answer a reading objective question.44
42
Ibid., 21-22.
43
Albert Duchnowski, et al., Reading Strategies for Special Populations (Florida: 203 Tampa,
2005), 46.
44
Education Development Center, Read: OutLoud 6 Note Taking (USA: Don Johnston, 2009),
12.
Note-taking is a reading comprehension and strategic learning skill
critical to the development of independent lerners.45 Note taking is an
efficient way for students to organize content information and place it in a
meaningful organizational structure. Organizing content information into
manageable notes can help students remember important concepts and their
supporting details.46 One way to read and understand what we read and
understand what we read is to take notes. One way to take notes is to use
selective highlighting to identify important ideas and supporting details. 47
Based on the purpose, the purpose of selective highlighting (by
underlining) is to enable students to differentiate between important
information and less significant details. Note-taking provides students with a
meaningful structure in which to organize and summarize the content
information they hear presented in lecture or that they read on their own.
These two strategies have been combined and presented in sequential order
because successful note-taking is dependent upon the student’s ability to
identify important information (main idea) from supporting idea, that is
developed through selective highlighting.48
45
Ibid., 2.
46
Bouchard, Comprehension Strategies for English Language Learners,73.
47
Education Development Center, Read: OutLoud 6 Note Taking, 12.
48
b. Procedure of Selective Highlighting and Note-Taking Strategy
Procedure of selective highlighting and note taking strategy in
teaching reading comprehension these are:
1) Students read the text aloud and highlight main ideas, supporting ideas,
and important key words based on the text.
2) Put an asterisk(*) next to highlighted main points.
3) Choose a sentence and place check mark (√) over the meaningful words.
4) Choose one of the types of useful note-taking. The types of useful note-
taking are simple indentation, two-column notes, three-column notes, and
margin notes.49
5) In note-taking, students are choosing two-column notes those are
particularly effective for social studies and can take a variety of formats
including main idea/detail.50
c. The Types of Useful Note-Taking
There are model four types of useful note taking, they are:51
1) Simple identation
This is a simple format that is beneficial when used to introduce
note-taking or for students who have problems with organizational skills.
This includes writing the main idea using a few words, then identing and
listing the details underneath it.
49
Ibid., 73-74.
50
Ibid., 75.
51
Ibid., 74-75.
2) Two-column notes
This format provides a simple design for organizing information
and fosters self-monitoring o comprehension. Initially, when introducing
two-column note taking, it is helpful to use information that the students
have selectively highlighted or underlined. Two-column notes are
particularly effective for science and social studies and can take a variety
of formats including main idea/detail, fact/question, problem/solution,
compare/contrast.
3) Three-column notes
Some formats for the third column of notes may be personal
response, questions, summary of information, or results. The format
depends upon the structure of the lecture or reading assignment.
4) Margin notes
Margin notes (in textbook and duplicated copies), set aside a few
textbooks for ELLs and print margin notes directly on the page that is
being read.
a) Margin notes should include suggestions for understanding and
indentifying key concepts and vocabulary and are similar to the ones
used in a teacher’s guide.
b) These notes can also indicate where to find answers. You can draw
brackets around the information and note its importance.

c) When using duplicated copies, encourage students to write their own
margin notes and questions that may arise for a certain section of text.
d. Key Benefits for English Language Learners
Key benefits selective highlighting and note-taking strategy for
English Language Learners are:52
1) When students highlight text, they are actively engaged in a decision-
making process. For English Language Leraners who may come to the
learning situation with little prior knowledge of a subject, highlighting
text helps them determine important versus subordinate information and
their relationship to the content.
2) Highlighting helps English Language Leraners break large amounts of
information into manageable units that are easily located within the text.
3) For English Language Leraners, note-taking is a vital skill that they are
need to acquire. Organizing content information into manageable notes
can help students remember important concepts and their supporting
details. Notes also serve students well as a review tool and study aid.
52
Ibid., 73.
C. Theoretical Framework
Theoretical framework is a concept in the theory can be related with the
factors which are identified as the important problem. The thesis is experimental
research the theories descriptions is:
X = Selective Highlighting and Note-Taking Strategy
Y = Teaching Reading Comprehension
Based on the theoretical framework analysis above writer can apply the
theoretical framework that using selective highlighting and note-taking strategy in
teaching reading comprehension. Selective highlighting and note-taking strategy is
hoped to increase the students reading comprehension.
D. Hyphothesis
Hyphothesis is a predictive statement, capable of being tested by scientific
methods, that relates an independent variable to some dependent variable.53
According Lundberg that hyphothesis is a tentative generalization the validity of
which remains to be tested. In its most elementary stage the hyphothesis may be
any hunch, guess, imaginative idea which becomes basis for further
investigation.54
53
C. R. Kothari, Research Methodology: Methods and Techniques 2 nd (New Delhi: New Age
International, 1990), 184.
54
Cited in Prabhat Pandey and Meenu Mishra Pandey, Research Methodology: Tools and
Techniques (Romania: Bridge Center, 2005), 32.
After find out the idea sketchs of research above, the reseacher takes the
hyphothesis that:
Ho : There is no significant difference score on students’ reading comprehension
who are taught by selective highlighting and note-taking strategy and those
who are not at the eleventh grade students of SMA Muhammadiyah 3
Ponorogo in academic year 2017/2018.
Ha : There is a significant difference score on students’ reading comprehension
who are taught by selective highlighting and note-taking strategy and those
who are not at the eleventh grade students of SMA Muhammadiyah 3
Ponorogo in academic year 2017/2018.

CHAPTER III
RESEARCH METHOD
A. Research Design
This research applied a quantitative approach. A quantitative approach to
research is the most appropriate method to address research questions.
Quantitative research is the systematic collection of data that results in the
quantification of characteristics of participants in the study.55
This research promotes a hypothesis that the used of selective highlighting
and note-taking strategy for teaching reading comprehension at the eleventh grade
students of SMA Muhammadiyah 3 Jetis in academic year 2017/2018. This
research has two variables, those are:
1. Independent variable : selective highlighting and note-taking strategy
2. Dependent variable : teaching reading comprehension
The researcher used experimental research design, this research employed
quasi-experimental design. Quasi-experimental designs are those that are “almost
true” experimental designs, except that the researcher studies the effect of the
treatment on intact groups, rather than being able to randomly assign participants
to the experimental or control groups.56 There are three types of quasi-
experimental design: Nonequivalent (Pe-Test and Post-Test) Control-Group
55
Donna M. Mertens and John A. McLaughlin, Research and Evaluation Methods in Special
Education (California: Corwin Press, 2004), 52.
56
Ibid., 57.
Design, Single-Group Interrupted Time-Series Design, and Control-Group
Interrupted Time-Series Design.57 In this research, the researcher used
Nonequivalent (Pre-Test and Post-Test) Control-Group Design for the design.
In this design consists of experimental class (group A) and control clas
(Group B). Both groups took a pre-test and post-test. Only the experimental group
received the treatment. The design of the experimental could be described as
follows:58
Group A 01-------X-------02
Group B 03----------------04
Notes:
Group A :Experimental Class, the class who is taught using Selective
Highlighting and Note-Taking strategy
Group B :Control Class, the class who is taught using Lecturing strategy
O1 : Pre-test for the experimental class
O3 : Pre-test for the control class
X : Treatment
O2 : Post-test for the experimental class
O4 : Post-test for the control class
57
John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches (USA: SAGE, 2009), 160-161.
58
Ibid., 160-161.
Based on the research design above, this research had two classes. Those
were experimental class and control class. The pre-test was given to the students to
measure the effect of a certain treatment.
This research design was divided into three steps:
1. Pre research step
This research step consists of preparing the data that was needed by the
researcher before beginning the research. The preparation can be determine the
experimental and control class, arrange lesson plan and instrument to get the
data, and others.
2. Research Step
In this research step, the researcher applied the treatment to the
experimental class. The researcher taught the class by using Selective
Highlighting and Note-taking strategy. The data of the research will be gathered
from pre-test and post-test.
3. Data analysis step
In this research step, the data which were collected will be analyzed by
researcher. The steps were as follows:
a. Collect the post_test score from experimental class and control class.
b. Test the data using T-test
T-test is one of statistical test that used to test the correctness or error
of null hypothesis which declare that between two samples mean which
randomly taken from same population there is no significant difference.59
Before conducting T-test, the researcher must find the other results, they
were means, standard deviation, and standard error from each variable.
B. Population and Sample
1. Population
Population is a group of individuals who have the same characteristic.60
The population of this research was the eleventh grade students of SMA
Muhammadiyah 3 Ponorogo in academic year 2017/2018. The eleventh
students of SMA Muhammadiyah 3 Ponorogo divided into three classess: IPA,
IPS1, and IPS2. The total of population is 50 students and the number of
students in each class that IPA cocsists of 14 students, IPS1 consists of 18
students, and IPS2 consists of 18 students.
2. Sample
Sample is a subgroup of the target population that the researcher plans
to study for generalizing about the target population.61 The sample was taking
by applied cluster random sampling. cluster random sampling is to select the
intact group as a whole is known as a cluster sampling. In cluster sampling the
sample units contain groups of element (cluster) instead of individual members
59
Retno Widyaningrum, Statistika (Yogyakarta: Pustaka Felicha, 2015), 151.
60
John W. Creswell, Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research (New York: PEARSON, 2002), 142.
61
Ibid., 142.
or items in the population.62 The researcher conducted lottery method to take
sample. The researcher took two classes. Thoses clsses are IPS1 as
experimental class which consists of 18 students and IPS2 as control class
which consists of 18 students.
C. Instrument of Data Collection
The research instrument that was used by the researcher to collect the data
in this research was written test. The form of the test used multiple choice tests
which consist of twenty items. The test devided into two part; pre-test and post-
test. The pre-test was given to know students condition before getting treatment.
Meanwhile, the post-test was used to know students’ condition after giving
treatment by using selective highlighting and note-taking strategy.
62
Prabhat Pandey and Meenu Mishra Pandey, Research Methodology: Tools and Techniques,
52.
The instruments of data collection can show as the table below:
Table 3.1
Instruments of Data Collection
Variable Kind of text Indicator Number item of
indicators
Reading Narrative 1. Students can Pre-test: 1, 6,
Comprehension identify the 11, 16
general Post-test: 1, 6,
information 11, 16
of the
narrative text.
2. Students can Pre-test: 2, 7,
find the 12, 17
specific
information Post-test : 2, 7,
of the 12, 17
narrative text.
3. Sudents can Pre-test: 3, 8,13,
identify the 18
meaning of
the words Post-test: 3,
based on the 8,13, 18

text.
find the moral 14, 19
value of the Post-test: 4, 9,
narrative text. 14, 19
identify the 15, 20
generic
structure of Post-test: 5, 10,
the narrative 15, 20
text.
In scoring the students; work, the researcher using the criteria as follows:
1. The 1 score was assigned if the students answer the test correctly.
2. The 0 score was assigned if the students answer the test incorrectly.
D. Technique of Data Collection
In the technique of data collection, the researcher uses two tecniques to
collect the data. They are test and documentation. The test is used to get the
primary data, while documentation is used to get supporting data.

1. Test
Test is a set of stimuli presented to an individual in order to elicit
responses on the basis of which a numerical score can be assigned. This score,
based on a representative sample of the individual’s behavior, is an indicator of
the extent to which the subject has the characteristic being measured.63 The
researcher conducted the test to collect data. The kind of test is narrative
reading questions. The test used objective test in the form of multiple choice
which consist of twentyfive questions. The students were asked to answer the
questions in 60 minutes.
The test were given to the students, both control class and experimental
class in two times. The first, students are given pre-test. It was given before the
researcher gives material and a treatment was apllied to experimental class. Pre-
test was given to know the level of student’s reading achievement before the
treatment. The second was post-test. It was given to the students after the
material were taught and treatment was given to experimental class.
Good instrument must meet two requirements, there were validity and
reliability.
a. Validity
Validity is the development of sound evidence to demonstrate that
the test interpretation (of scores about the concept or construct that the test is
63
Donald Ary, et al. Introduction to Research in Education, 8 th (Canada: Wardsworth
Cengage Learning, 2010), 201.
assummed to measure) matches its proposed use.64 Validity means the extent
to which inferences made from assessment result are approppriate,
meaningful, and usefull in terms of the purpose of the assessment.65 Validity
refers to any measuring device or instrument is said to be valid when it
measures what it is expected to measure.66
In this research, the researcher used SPSS 23 version to measure the
validity. The analyzed was used to find out the rxy, then, consulted with rtable
with 5% significance level for product moment with df or db is n – r; 20 – 2
= 18. The r index is 0,444. If the value of rxy is higher than the value of rtable,
it indicated that the item is valid. If the value of rxy is lower than the value of
rtable, it indicated that the item is invalid.
To test the validity and reliability of the instrument, the researcher
took sample of 20 respondents. Based on the calculation of item validity of
the test shows that 25 items are valid (1, 2, 3, 4, 5, 7, 8, 9, 10, 13, 14, 15, 16,
17, 18, 19, 21, 22, 23, 25, 26, 27, 28, 29, 30) and 5 items are invalid (6, 11,
12, 20, 24).
64
Creswell, Educational Research: Planning, Conducting and Evaluating Quantitative and
Qualitative Research, 159.
65
Brown, Language Assessment: Principles and Classroom Practices, 22.
66
21.
The calculation of data validity, as follows:
Table 3.2
Recapitulation Test Item Validity
No Item r' arithmetic r' table Explanation
1 0,697 0,444 Valid
2 0,582 0,444 Valid
3 0,833 0,444 Valid
4 0,494 0,444 Valid
5 0,796 0,444 Valid
6 0,096 0,444 Invalid
7 0,653 0,444 Valid
8 0,653 0,444 Valid
9 0,747 0,444 Valid
10 0,654 0,444 Valid
11 0,201 0,444 Invalid
12 -0,218 0,444 Invalid
13 0,582 0,444 Valid
14 0,615 0,444 Valid
15 0,653 0,444 Valid
16 0,653 0,444 Valid
17 0,747 0,444 Valid
18 0,582 0,444 Valid
19 0,655 0,444 Valid
20 -0,183 0,444 Invalid
21 0,615 0,444 Valid
22 0,653 0,444 Valid
23 0,654 0,444 Valid
24 -0,295 0,444 Invalid
25 0,796 0,444 Valid
26 0,498 0,444 Valid
27 0,449 0,444 Valid
28 0,697 0,444 Valid
29 0,654 0,444 Valid
30 0,697 0,444 Valid
Based on the table above, among 30 questions, there are 25 items are
valid and 5 items are invalid. So, the researcher used 25 items of question for
collecting the data.
b. Reliability
A reliable test is consistent and dependable.67 Reliability means that
scores from an instrument are stable and consistent.68 Reliability refers to
consistency thoughout a series of measurements.69 It refers to the degree of
dependability or consistency of test score.
In this research, the reliability of the test is measured by comparing
the obtained score with r-score product moment. The calculation of
reliability test used SPSS 23 version. Thus, if the obtained score is higher
than the table r-score, it could be said that the test is reliable. The calculation
of reliability shows as follows:
Table 3.3
The Result of Reliability Calculation
Reliability Statistics
Cronbach's
Alpha N of Items
,902 30
67
Ibid., 20.
68
Creswell, Educational Research: Planning, Conducting and Evaluating Quantitative and
Qualitative Research, 159.
69
21.
The calculation result of reliability was the value of the students’
reliability instrument is 0,902. Then the value of reliability is consulted with
“r” table on the significance level of 5%. The value of “r” table is 0,444.
Because of the value of the “r” index of reliability (0,902) > “r” table
(0,444), so the test is reliable.
2. Documentation
The other technique used by the researcher is do to collect the data is
documentation. It used to find out supporting data. The researcher used
documentation to the object research such as students name list to be used in
detemining for data of the experimental and students score of the test.
Furthermore, the researcher to know the school profile for research
document.
E. Technique of Data Analysis
1. Assumption Test
After the test was given to the students in the pre and post test, it will be
tested. The test was focused on students pre and post-test. The result from the
test will be analyzed by Assumption Test, those are: the test of normality and
test of homogeneity. It will be calculated which using SPSS 23 version.

The formula of normality and homogeinity as follow:
a. Normality Test
Nomality test is to determine whether the population data is normally
distributed or not.70 The calculation of normality test is used SPSS 23
version. To find out the normality of data by followed this steps:
1) Input the data to the data view by first fill the variable view with write
down the name of the classes.
2) Click analyze – non parametric test – sample K-S.
3) Drag the data into test variable
4) Click OK
That is hypothesis of the data:
H0 : data is normally distributed
H1 : data is not normally distributed
b. Homogeneity Test
Homogeneity test was used to know before we compare some of
groups. It was useful to test homogeneity of variance in compared two or
more groups.71 To calculate the homogeneity test, the researcher used SPSS
23 version. The steps of calculation as follows:
1) Open the SPSS program
70
Syofian Siregar, Statstik Parametrik untuk Penelitian Kuantitatif (Jakarta: PT Bumi Aksara,
2014), 153.
71
Retno, Statistika, 212.
2) Input the data into data view by first fill the variable view with write
down X as the score of pre-test and post-test and Y as the kind of class.
3) Click analyze – compare means – one way anova
4) Drag X into dependent list and Y as factor list
5) Click options – checklist Homogeneity of variance test – OK
That is hypothesis of the data:
H0 : data is homogeneous
H1 : data is not homogeneous
2. Hyphothesis Test
After tested the normality and homogeneity of the data, the researcher
continue to the analyzing process of T-test calculation. In T-test the researcher
analyze the data by using comparative score between experimental and control
class in pre and post-test. The result of the calculation will show whether the
Selective Highlighting and Note-taking Strategy is effective in teaching reading
comprehension or not. In this research, the researcher uses SPSS Statistic 23
version for calculate data. The steps of calculation as follows:
a. Open SPSS
b. Input data to the data view, by first change the value in the variable view
by change the Name, Decimals, Value, and Measure
c. Click Analyze – Compare Means – Independent – Sample T Test
d. In the dialog box of Independent-Sample T Test, input the variable X in
Test Variables and variable Y in Grouping Variable

e. Click Define Groups write down 1 in the Group 1 and 2 in the Group 2,
then click Continue – OK.
After calculated, the researcher proposed the alternative hypothesis (H1)
and null hypothesis (Ho) which is described below:
H0 : If ttest > α (0,05) in significant degree 5%, there is significant
difference score on students’ reading comprehension who are taught by
selective highlighting and note-taking strategy and those who are not at
the eleventh grade students of SMA Muhammadiyah 3 Jetis in academic
year 2017/2018.
H1 : If ttest < α (0,05) in significant degree 5%, there is no significant
selective highlighting and note-taking strategy and those who are not at
the eleventh grade students of SMA Muhammadiyah 3 Jetis in academic
year 2017/2018.
Meanwhile, the degree of freedom (df) = (N1 + N2) – 2

CHAPTER IV
RESEARCH FINDING
A. Research Location
1. General Location
The research conducted at SMA Muhammadiyah 3 Ponorogo in
academic year 2017/2018. It is located in Jenderal Sudirman street, Turi
village at Jetis district, Ponorogo. SMA Muhammadiyah 3 Ponorogo is a
Senior High Scholl is built in Jetis at 1981 years. It is located in one area with
Muhammadiyah Boarding School (MBS) Jetis.
SMA Muhammdiyah 3 Ponorogo supported by proffesional educators
with education qualification of S1. SMA Muhammadiyah 3 Ponorogo, at its
inception (1981) only had a few classes and now has development into 7
classes that is consist of X-IPS (23 Students), X-MIPA (17 students), XI-IPA
(14 students), XI-IPS 1 (18 students), XI-IPS 2 (18 students), XII- IPS 1 (20
students), and XII- IPS 2 (18 students).
SMA Muhammadiyah 3 Ponorogo udes KTSP and 2013 curriculum.
This curriculum was developed from standard of content by school based on
their content and potentials. They improved the curriculum based on demands
of the times. They used KTSP for eleventh and twelfth grade. Furthermore,
they used 2013 curriculum for tenth grade.

2. Vision, Mission, and Goal
Vision
“Realizing learners who have noble character, skillful, intelligent, skilled and
environmentally friendly”
Mission
a. Realizing educational institutions SMA Muhammadiyah 3 Ponorogo has
the soul of competence.
b. Creating an institution SMA Muhammdiyah 3 Ponorogo as a quality
human resources.
c. Making the institution SMA Muhammdiyah 3 Ponorogo as a place the
learners to develop and channel talents, interests, potential for achieving
academic and non academic both local and national level.
Goal
a. To graduate the learners who can be accepted in bona fide public / private
universities.
b. Provide psychologists for community for those who do not go to school
or college.
c. Optimizing learning and the use of existing infrastructure for innovative
learning.
d. Optimation of Islamic religious learning (based on Al-Qur’an and
Sunnah).
e. Encourage, follow and adjust developmental changes according to the
desired by the education office.
f. Optimizing the development of learners who excel in accordance with
talents, interests, and potential.
3. The Organization Structure of SMA Muhammadiyah 3 Ponorogo
The organization structure of SMA Muhammadiyah 3 Ponorogo is as
below:
a. Headmaster : Drs. Suroso
b. Deputy of Curriculum : Priyo Saptono, S.Pd.
c. Deputy of Infrastructure : Slamed Suntoko, S.P.
d. Deputy of Student : Edi Suparni, S.Pd.
e. Head of Library : Dina Zulfatul Laily, S.Pd.
f. Treasure of School : Sukamat
g. Head of administration : Ibnu Malik, S.Kom
h. Staff of Administration : Sri lestari
B. Data Description
In this research, the researcher used quai-experimental research where the
researcher took two classes as a sample. Then, they were taught by using
different strategy to find out the effectiveness of a certain strategy. In this
research, the researcher took the eleventh grade students of SMA Muhammdiyah
3 Ponorogo as population. The the researcher took two classes as sample by

applied cluster random sampling. The researcher conducted lottery method to
take sample, one class as experimental class and one class as control class. the
total number of students of experiment class and control class is 36 students and
each class has 18 students.
In experimental class, the students were taught by using Selective
Highlighting and Note-taking strategy. Meanwhile, in control class the students
were not taught by using Selective Highlighting and Note-taking strategy but the
researher was taught by lecturing strategy. In the end of this research, the
researcher wants to compare between score on students’ reading comprehension
who are taught by using Selesctive Highlighting and Note-taking strategy and
those who are not.
1. The Schedule of the Research
In experimtal class, the learning consisted of four meetings. They were
pre-test, first treatment and second treatment with Selective Highlighting and
Note-taking strategy, and the last was post-test. Furthermore, in control class,
the learning consisted of four meetings. They were pre-test, first meeting,
second meeting, and the last was post-test. The research schedule can be seen
in the table below.

Table 4.1
Research Schedule of Experimental Class
Date Activities
February, 22th 2018 Pre-test
March, 01th 2018 First treatment
March, 02nd 2018 Second treatment
March, 08th 2018 Post-test
Table 4.2
Research Schedule of Control Class
Date Activities
February, 20th 2018 Pre-test
February, 27th 2018 First meeting
February, 28th 2018 Second meeting
March, 07th 2018 Post-test
2. The Procedure of the Research in Experimental Class and Control Class
In experimental class, the researcher taught the students by using
Selective Highlighting and Note-taking strategy. The procedures of Selective
Highlighting and Note-Taking strategy were students read the text aloud and
highlight main ideas, supporting ideas, and important key words based on the
text, then put an asterisk (*) next to highlighted main points, after that choose
a sentence and place check mark (√) over the meaningful words, and the last
students are choosing two-column notes as one of the types of useful note-
taking those are particularly effective for social studies. The learning process
was done in a set of the learning process involved in this study such as pre-
test, first treatment, second treatment, and post-test.
Before conducted treatment, the researcher gave pre-test to the
students that it consists of twentyfive test items focus on narrative text. After
conducted pre-test, the reseacher conducts first treatment. The material in first
treatment was narrative text with the title “The Jealous Crow”, that was focus
on generic structure of the narrative text. Then the students were doing the
exercises that it consists of True/False, W-H questions, and guest the meaning
of the words. In second treatment the researcher conducted the narrative text
material with the title “Why Does the Cock Eat the Milipede. The students are
doing the excercises that it consists of True/False and take note focus on
generic structure based on the text as the material. Finally, the researcher gave
the post-test in the last meeting. Test items of the post-test was same like test
items of pre-test.
Besides that, in control class, the researcher taught the students by
using Lecturing strategy. The researcher gave explanation about the learning
material to the students during the class. After that, the researcher gave the
narrative text to the students and asked students to read the text. Then, the
researcher asked students to answer the questions based on the text. The
learning process was done in a set of the learning process involved in this
study such as pre-test, first meeting, second meeting, and post-test. In control
class, the learning material and forms of test were same like in experimental
class. The difference both class was strategy the researcher used in learning
process.
In this research, the researcher before teaching the class gave pre-test
to the both class. this activity aimed to know the condition of both class before
the researcher gave treatment. In pre-test, there were twenty five test items.
The form of the test was multiple choice.
The researcher after giving treatment by using Selective Highlighting
and Note-taking strategy held post-test for experimental class and control
class. it was aimed to know students’ achievement after giving treatment.
There were twenty five test items in post-test. The form of the test was
multiple choice.
3. Students’ Reading Comprehension Test Score of Experimental Class
The table below showed the result of students’ reading comprehension
achievement of pre-test and post-test for students who are taught by using
Selective Highlighting and Note-taking strategy in experimental class.

Table 4.3
The Score of Students’ Reading Comprehension in Experimental Class
Score
No Name
Pre-test Post-test
1 Ade Zulfikar F 60 80
2 Asep Adi Setiawan 88 92
3 Binti Mahmudah 52 84
4 Danang Vidiantoro 72 88
5 Desi Andayani 64 80
6 Fitroh Tri Ardianto 56 84
7 Hendri K 60 88
8 Ifa Khoirunisa 80 96
9 Inayatul Fitriyah 84 92
10 Laurent Renaldo Alfais 60 80
11 Mariayasinta 56 92
12 Mela Nuriya 84 96
13 Muhammad Zainuri 72 80
14 Nur Rahmawati 76 92
15 Prengki Susilo 64 96
16 Puput Rahmawati 72 92
17 Riski Intan S. 60 80
18 Riris Sugianto 72 88
Total 1232 1500
Mean 68,444 88,235
From the table above, it can be seen that in the experimental class, the
highest score of pre-test is 88, while the lowest score of pre-test is 52.
Furthermore, the highest score of post test is 96, while the lowest score is 80.
The total score of pre-test is 1232 with the mean is 68,444. Meanwhile, the
total score of post-test is 1500 with the mean 88,235.

The result of students’ test of experimental class can be seen clearly on
the following table. It will explore about pre-test and then the result of post-
test in the experimental class.
Table 4.4
Frequency Distribution of Pre-test in Experimental Class
Score Pre-test
Valid Cumulative
Frequency Percent Percent Percent
Valid 52 1 5,6 5,6 5,6
56 2 11,1 11,1 16,7
60 4 22,2 22,2 38,9
64 2 11,1 11,1 50,0
72 4 22,2 22,2 72,2
76 1 5,6 5,6 77,8
80 1 5,6 5,6 83,3
84 2 11,1 11,1 94,4
88 1 5,6 5,6 100,0
Total 18 100,0 100,0
From the table above, it could be seen that the score of students’
reading comprehension was various. There were 5.6% students or 1 student
got score 52, 11.1% students or 2 students got score 56, 22.2% students or 4
students got score 60, 11.1% students or 2 students got score 64, 22.2%
students or 4 students got score 72, 5.6% students or 1 student got score 76,
5.6% students or 1 students got score 80, 11.1% students or 2 student got
score 84, and 5.6% students or 1 student got score 88.

Based on the table above, the histogram can be seen in as follows:
Figure 4.1
Histogram for the Pre-test in Experimental Class
From the histogram above, it is stated M= 68,44 and SD= 10,88. To
determine the category of the students’ reading comprehension was good,
medium or low, the researcher grouped scores using standard as follows:
a. More than M + 1.SD (68,44 + 10,88= 79,32) is categorized into good
b. Between M – 1.SD to M + 1.SD is categorized into medium
c. Less that M – 1.SD (68,44 - 10,88= 57,56) is categorized into low
Thus it can be seen that the scores which are more than 79,32 is
categorized into good, the score between 58-79 is categorized into medium,
and the scores which are less than 57,56 is categorized into low.
That categorized can be seen clearly in the following:
Table 4.5
The Categorization of Students’ Pre-test in Experimental Class
No Score Frequency Percentage Category

1 More than 79 4 22,22% Good
2 Between 58-79 11 61,11% Medium
3 Less than 58 3 16,67% Low
Total 18 100%
reading comprehension who are taught by using Selective Highlighting and
Note-taking strategy in pre-test showed that 22.22% in the good category,
61.11% in the medium category, and 16.67% in the low category.
Table 4.6
Frequency Distribution of Post-test in Experimental Class
Score Post-test
Valid Cumulative
Valid 80 5 27,8 27,8 27,8
84 2 11,1 11,1 38,9
88 3 16,7 16,7 55,6
92 5 27,8 27,8 83,3
96 3 16,7 16,7 100,0
Total 18 100,0 100,0
reading comprehension was various. There were 27.8% students or 5 students
students got score 88, 27.8% students or 5 students got score 92, and 16.7%
students or 3 students got score 96.
Figure 4.2
Histogram for the Post-test in Experimental Class
a. More than M + 1.SD (87,78 + 6,054= 93.83) is categorized into good

and the scores which are less than 81,73 is categorized into low. That
categorized can be seen clearly in the following:
Table 4.7
The Categorization of Students’ Post-test in Experimental Class

Total 18 100%
reading comprehension who are taught by using Selective Highlighting and
Note-taking strategy in post-test showed that 16.7% in the good category,
55.6% in the medium category, and 27.8% in the low category.
4. Students’ Reading Comprehension Test Score of Control Class
The table below showed the result of students’ reading comprehension
achievement of pre-test and post-test for students who are taught by using
Selective Highlighting and Note-taking strategy in experimental class.

Table 4.8
The Score of Students’ Reading Comprehension in Control
Class
Score
No Name
Pre-test Post-test
1 Anggi Bayu Setiawan 52 84
2 Apriliyaningsih 52 76
3 Bayu Santoso 40 72
4 Hasib Muhaimin 36 72
5 Joko Fitriono 40 80
6 Puji 64 64
7 Ria Nurul Kholifah 72 76
8 Riko Ardiana Wahyu Saputra 64 76
9 Rizka Apriliani 72 88
10 Siti Marfu'ah 72 84
11 Siti Nafsiyah 80 80
12 Siti Nurjanah 56 76
13 Sulis Ermawati 44 72
14 Susilowati 64 64
15 Syaifuddin 76 76
16 Tri Mulyani 40 88
17 Wahyudin Nur Safa'i 60 80
18 Wita Sari 80 76
Total 1064 1384
Mean 59,111 76,889
From the table above, it can be seen that in the control class, the
highest score of pre-test is 80, while the lowest score of pre-test is 40.
Furthermore, the highest score of post test is 88, while the lowest score is 64.
The total score of pre-test is 1064 with the mean is 59,111. Meanwhile, the
total score of post-test is 1384 with the mean 76,889.

The result of students’ test of control class can be seen clearly on the
following table. It will explore about pre-test and then the result of post-test in
the control class.
Table 4.9
Frequency Distribution of Pre-test in Control Class
Score Pre-test
Valid Cumulative
Valid 36 1 5,6 5,6 5,6
40 3 16,7 16,7 22,2
44 1 5,6 5,6 27,8
52 2 11,1 11,1 38,9
56 1 5,6 5,6 44,4
60 1 5,6 5,6 50,0
64 3 16,7 16,7 66,7
72 3 16,7 16,7 83,3
76 1 5,6 5,6 88,9
80 2 11,1 11,1 100,0
Total 18 100,0 100,0
reading comprehension was various. There were 5.6% students or 1 student
student got score 44, 11.1% students or 2 students got score 52, 5.6% students
or 1 student got score 56, 5.6% students or 1 student got score 60, 16.7%
students or 3 students got score 64, 16.7% students or 3 student got score 72,
5.6% students or 1 student got score 76, and 11.1% students or 2 students got
score 80.
Figure 4.3
Histogram for the Pre-test in Control Class
and the scores which are less than 44,36 is categorized into low.
That categorized can be seen clearly in the following:
Table 4.10
The Categorization of Students’ Pre-test in Control Class

Total 18 100%
reading comprehension who are taught by using Lecturing strategy in pre-test
showed that 16.7% in the good category, 61.1% in the medium category, and
22.2% in the low category.
Table 4.11
Frequency Distribution of Post-test in Control Class
Score Post-test
Valid Cumulative
Valid 64 2 11,1 11,1 11,1
72 3 16,7 16,7 27,8
76 6 33,3 33,3 61,1
80 3 16,7 16,7 77,8
84 2 11,1 11,1 88,9
88 2 11,1 11,1 100,0
Total 18 100,0 100,0
reading comprehension was various. There were 11.1% students or 2 students

students got score 76, 16.7% students or 3 students got score 80, 11.1%
students or 2 students got score 84, and 11.1% students or 2 students got score
88.
Figure 4.4
Histogram for the Post-test in Control Class
and the scores which are less than 70,09 is categorized into low. That
categorized can be seen clearly in the following:
Table 4.12
The Categorization of Students’ Post-test in Control Class

Total 18 100%
reading comprehension who are taught by using Lecturing strategy in post-test
showed that 11.1% in the good category, 77.8% in the medium category, and
11.1% in the low category.
C. Data Analysis
Before testing the hypothesis, the data had to fulfill the assumption for
testing hypothesis. There were normality and homogeneity test of the data.
1. Normality Test
Normality test is a kind of test that is used to find out whether the data
is normally distributed or not. There are three kind of normality test, they are
Kolmogorov – Smirnov, Lilieforsc, and Chi Square. In this research the
researcher used Kolmogorov –Smirnov test and calculate the data by using
SPSS 23 version.
a. Normality Test of Experimental Class
Table 4.13
Normality Test of Experimental Class
One-Sample Kolmogorov-Smirnov Test
Experimental_Class
N 18
a,b
Normal Parameters Mean 68,44
Std.
10,880
Deviation
Most Extreme Absolute ,170
Differences Positive ,170
Negative -,128
Test Statistic ,170
Asymp. Sig. (2-tailed) ,181c
a. Test distribution is Normal.
Based on the calculation of SPSS 23 version above, it can be seen
that the test used one-sample Kolmogorov-Smirnov test. The table above
showed that the value of Sig. (2-tailed) that was higher than α (0,181 >
0,05). It means that the data of experimantal class is normality distributed.
b. Normality Test of Control Class
Table 4.14
Normality Test of Control Class
One-Sample Kolmogorov-Smirnov Test
Control Class
N 18
Normal Parametersa,b Mean 59,11
Std.
14,748
Deviation
Most Extreme Absolute ,142
Differences Positive ,125
Negative -,142
Test Statistic ,142
Asymp. Sig. (2-tailed) ,200c,d
a. Test distribution is Normal.
that the test used one-sample Kolmogorov-Smirnov test. The table above
showed that the value of Sig. (2-tailed) that was higher than α (0,200 >
0,05). It means that the data of control class is normality distributed.
2. Homogeneity Test
Homogeneity test was used to decide whether a test was homogeneous
or not. It was important because the similarity of both groups would influence
the result of test. In this research, the researcher used SPSS 23 version to
calculate the value of homogeneity test. The result of calculation as below:
Table 4.15
The Result of Homogeneity Calculation
Test of Homogeneity of Variances
Score
Levene
Statistic df1 df2 Sig.
2,406 1 34 ,130
from the value of Sig. that was higher than α (0,130 > 0,05). It means that the
data is homogeneous.
3. T-test
After conducting normality and homogeneity test, the researcher was
testing the hypothesis. The researcher used T-test to analyzed the data. It was
used to compare the students’ reading achievement that divided into two
groups which were taught by using different strategy. They were experimental
class and control class. In experimental class was taught by using Selective
highlighting and Note-taking strategy. Besides that, in control class was
taught by using lecturing strategy. In this research, the researcher calculated
the data of the research by using SPSS 23 version.
Table 4.16
Mean Score of Experimental Class and Control Class
Group Statistics
Std.
Std. Error
Class N Mean Deviation Mean
Score Experimental
18 87,78 6,054 1,427
Class
Control Class 18 76,89 6,799 1,602
Based on the table above, th result of data analysis showed that the
students’ means score of experimental class (students who are taught by using
Selective Highlighting and Note-taking strategy) is 87,78 while the students’
means score of control class (students who are not taught by using Selective
Highlighting and Note-taking strategy) is 76,89.

Table 4.17
The result of T-test Calculation
Independent Samples Test
Levene's
Test for
Equality of
Variances t-test for Equality of Means
Std. 95% Confidence

Sig. Mean Error Interval of the
(2- Differen Differen Difference
F Sig. T df tailed) ce ce Lower Upper
Score Equal
variances ,004 ,952 5,075 34 ,000 10,889 2,146 6,528 15,250
assumed
Equal
variances not 5,075 33,553 ,000 10,889 2,146 6,526 15,252
assumed
From the table above, it can be seen that the value of T-test is 5,075
and the degree of freedom is 34 (df = db – 2; 36 – 2 =34). The value of Ttable
in significant 5% is 2,03. To interpret the data above, the researcher formulate
hypothesis as below:
H0 : There was significant difference score on students’ reading
comprehension who are taught by selective highlighting and note-
taking strategy and those who are not at the eleventh grade students of
SMA Muhammadiyah 3 Jetis in academic year 2017/2018.
H1 : There was no significant difference score on students’ reading
comprehension who are taught by selective highlighting and note-

taking strategy and those who are not at the eleventh grade students of
SMA Muhammadiyah 3 Jetis in academic year 2017/2018..
The result of the research showed that the value of T-test is higher
than Ttable (5,075 > 2,03). It means that H0 is accepted and H1 is refused. It can
be concluded that there was significant difference score on students’ reading
comprehension who are taught by selective highlighting and note-taking
strategy and those who are not (by using lecturing strategy).
D. Discussion and Interpretation
This research was conducted to find out the effective teaching strategy,
especially in reading comprehension. Based on the computation above, it was
shown that the difference coefficient of students taught using Selective
Highlighting and Note-taking strategy and students not being taught using
Selective Highlighting and Note-taking strategy is 5,075. That result was used to
find out whether the difference coefficient was a significant coefficient or not.
Hypothesis test (t0) at 5, 075 from the computation above would be
compared to the “t” index (tt) with the condition stated below:
1. If the t0 ≥ tt, H0 was accepted. It means that there was a significant difference
score on students’ reading comprehension who are taught by selective
highlighting and note-taking strategy and those who are not.

2. If the t0 < tt, H0 was refused. It means that there was no a significant
selective highlighting and note-taking strategy and those who are not.
To determine the value of t0, the researcher was checking db and
consulted with tt score:
Db = n1 + n2 – 2
= 18 + 18 -2
= 34
At the significant standard 5%, the value of tt is 2,03. Then, the value of t0
is compared to the value of tt. The value of t0 is 5,075. So, t0 > tt. It means that H0
is accepted and H1 is refused.
From the calculation above, it can be seen that the students’ reading
comprehension who are taught by using Selective Highlighting and Note-taking
strategy got better score than those who are not. So, it can be concluded that there
is significant difference score on students’ reading comprehension who are
taught by selective highlighting and note-taking strategy and those who are not at
the eleventh grade students of SMA Muhammadiyah 3 Jetis in academic year
2017/2018.
Key benefits selective highlighting and note-taking strategy for English
Language Learners are:72 when students highlight text, they are actively engaged
in a decision-making process. For English Language Leraners who may come to
the learning situation with little prior knowledge of a subject, highlighting text
helps them determine important versus subordinate information and their
relationship to the content. Highlighting helps English Language Leraners break
large amounts of information into manageable units that are easily located within
the text. For English Language Leraners, note-taking is a vital skill that they are
need to acquire. Organizing content information into manageable notes can help
students remember important concepts and their supporting details. Notes also
serve students well as a review tool and study aid.
72
CHAPTER V
CLOSING
A. Conclusion
Based on the data analysis, it can be concluded that there is significant
difference score on students’ reading comprehension who are taught by using
Selective Highlighting and Note-taking strategy and those who are not at the
eleventh grade students of SMA Muhammadiyah 3 Jetis in academic year
2017/2018. The students who are taught by using Selective Highlighting and
Note-taking strategy get better score than those who are not. The result of this
research is the mean score of the students’ post-test from experimental class
(88,24) is higher than control class (76,89). It has been found that the value of T-
test is 5,075. This score is higher that ttable which is 2,03 in significant 5% with df
= 34. It means that H0 accepted. So, the use of Selective Highlighting and Note-
taking strategy has significant difference in increasing students’ reading
achievement.
B. Recommendations
Based on conclusion above, it can be delivered some suggestion that
might be useful for English teachers, students, and readers, as follows:
1. For the English teachers

The teacher should be use an appropriate strategy in teaching English
because it makes the students learn English easily and effectively. The teacher
is hoped to make students comprehend about the material which is given in
learning process. Selective Highlighting and Note-taking strategy can be one
of some strategy which is used in teaching reading comprehension, especially
in narrative text. It is appropriate strategy to improve the students’ reading
comprehension achievement and make them more focus in reading
comprehension.
2. For the students
The students should be attention and active during teaching learning
process, especially English lesson. In English lesson there are four basic
skills, one of them is Reading skill. Reading skill or comprehension is
important to build the meaning of the text. The students should be understand
the text about in reading lesson especially in narrative text. Selective
highlighting and note-taking strategy is expected to make students become
active, focus, and understand the text. So, Selective Highlighting and Note-
taking strategy can be increase students’ reading comprehension achievement.
3. For readers
For the other readers, the researcher hopes that the result of this
research can be useful as a reference for further research concerning with
English lesson especially in reading comprehension.

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THE EFFECTIVENESS OF SELECTIVE HIGHLIGHTING AND NOTE-

TAKING STRATEGY FOR TEACHING READING COMPREHENSION AT

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE INSTITUTE OF ISLAMIC STUDIES PONOROGO

Astuti, Tri. 2018. The Effectiveness of Selective Highlighting and Note-Taking

Key Words: Selective Highlighting and Note-Taking Strategy, Teaching Reading

Reading is one of the most important skills to get information through

This research applied quantitative approach and used the quasi-experimental

So, it can be concluded that there is significant different score on students

A. Background of the Study

have creat the meaning of the text about.

Reading is a process of readers combining information from a text and

Comprenhension is the goal of reading.2

Comprehension is not always effortless and fast, of course. When

and deeper levels of comprehension are seriously compromised.3 It means that

reading but how far the reader understand of the text.

read. World knowledge and word meaning influence our understanding.4

Reading comprehension is important, not just for understanding text, but

comprehension is a complex task, which requires the orchestration of many

different cognitive skills and abilities.

Of course, reading comprehension is necessarily dependent on at least

will depend on good language understanding more generally. This requires

comprehension typically requires the comprehender to integrate the sense of these

words and sentences into a meaningful whole.5

comprehension is not easy because the English teacher in SMA Muhammadiyah 3

students feel bored in learning.” Besides, the teacher’s strategy on teaching

reading is still monotonous, the students seriousness is low, so the students

achievement in reading lesson are low.7

Based on the result of National Exam in English lesson especially in

based on the context.8

students of SMA Muhammadiyah 3 Ponorogo that problems happen because the

difficulty in understanding the lesson.9 Based on the cases above, researcher

considers if a problem occurs can be solved by choosing suitable strategy for

teaching reading comprehension. The researcher is choosing selective highlighting

and note-taking strategy for teaching reading comprehension.

Selective highlighting and note-taking strategy is a good strategy for

helping the teacher in teaching reading comprehension. Highlighting helps

important concepts in organizing content information into manageable notes.10

to build the students comprehension in reading.

Selective highlighting is a simple strategy with a great benefit. By using

al, note-taking is a complex activity that combines comprehension with production

of notes, and this complicated process is dependent upon working memory.12

because successful note-taking is dependent upon the student’s ability to identify

important information (main idea) from supporting details that is developed

through selective highlighting.13

In this research, selective highlighting and note-taking strategy uses two-

text as social studies in life.

Based on the description above the researcher is curious on analyzing the

effectiveness of using selective highlighting and note-taking in reading

comprehension. So, the researcher tries to investigate about “The Effectiveness of

Selective Highlighting and Note-Taking Strategy for Teaching Reading

Comprehension at SMA Muhammadiyah 3 Ponorogo”.

This study focuses on the appliying selective highlighting and note-taking

strategy on teaching reading comprehension in narrative text by using two-column

in SMA Muhammadiyah 3 Ponorogo in academic year 2017/2018.

C. Statement of the Problem

Based on the background above, the researcher formulates the research

problem as follow: Is there any significant difference score on the students’