i
STUDENTS’ STRATEGY TO MAINTAIN THEIR MEMORY IN
READING COMPREHENSION
(A Descriptive Research at tenth grade of SMA Muhammadiyah 9 Makassar)
A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah
University of Makassar in Partial Fulfillment for the Degree of Education in
English Department
RISNAWATI
10535 6260 15
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2019
iv
SURAT PERNYATAAN
Saya yang bertanda tangan dibawah ini:
Nama : Risnawati
Nim : 10535626015
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Students’ Strategy to Maintain Their Memory in Reading
Comprehension
Dengan ini menyatakan bahwa:
Skripsi yang saya ajukan di depan TIM Penguji adalah ASLI hasil karya
saya sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Januari 2020
Yang membuat pernyataan
Risnawati
v
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Risnawati
Nim : 10535626015
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Students’ Strategy to Maintain Their Memory in Reading
Comprehension
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesainya skripsi ini, saya akan
menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan
pembimbing, yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak akan melakukan penjiplakan (Plagiat) dalam menyusun skripsi
saya.
4. Apa bila saya melanggar perjanjian saya seperti butir 1, 2, dan 3, maka saya
bersedia menerima sanksi sesuai aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Januari 2020
Yang membuat perjanjian
Risnawati
vi
MOTTO AND DEDICATION
Motto:
The past, I don‟t need to remember what in the past
because I don‟t care, don‟t live there again,
I live for the future.
Dedication:
This Thesis for My Future
For My Collage,
My teachers, and also
To get a JOB
vii
ABSTRACT
Risnawati, 2019. Students Strategy to Maintain Their Memory in Reading
Comprehension (A Descriptive Qualitative Research at Tenth Grade of SMA
Muhammadiyah 9 Makassar). Thesis of English Education Department. The
Faculty of Teachers Training and Education, Universitas Muhammadiyah
Makassar. (Supervised by Syamsiarna Nappu and Maharida)
This study aims to find out students‟ strategy to maintain their memories
in reading comprehension that limited using by strategies were PQ4R, Mnemonic
and Rehearsal in SMA Muhammadiyah 9 Makassar. This study applies
descriptive qualitative research and evaluated method in order to find out
students‟ strategy to maintain their memories in reading comprehension. The
sample get by using Total Sampling Technique that was the technique which a
sampling technique where the number of samples is equal to the population the
researcher had 19 students as a sample. In the class X consists of 19 students of
SMA Muhammadiyah 9 Makassar. The data gain through closed questioner which
consist of 21 numbers, classification the data by using Frequency Scale, analysis
by using Percentage Technique, conclude the information and predict the result.
The research findings shows that there are strategies used by the students‟
to maintain their memory in reading comprehension. Then the researcher found
Mnemonic strategy was more dominant than the other strategies.
Keywords: Students’ Strategy, Memory, Reading Comprehension.
viii
ABSTRAK
Risnawati, 2020. Students’ Strategy to Maintain Their Memory in Reading
Comprehension (A Descriptive Qualitative Research at Tenth Grade of SMA
Muhammadiyah 9 Makassar). Fakultas Keguaruan dan Ilmu Pendidikan,
Universitas Muhammadiyah Makassar, (Dibimbing oleh Syamsiarna Nappu dan
Maharida)
Penelitian ini bertujuan untuk mengetahui strategi siswa untuk
mempertahankan ingatan mereka dalam pemahaman membaca yang terbatas
menggunakan strategi PQ4R, Mnemeonic dan Rehearsal di SMA Muhammadiyah
9 Makassar. Penelitian ini mengaplikasikan descriptive qualitative dan metode
evaluasi untuk mengetahui startegi siswa dalam mempertahankan ingatan mereka
dalam pengetahuan membaca. Sample di peroleh dengan menggunakan Total
Sampling Tehnik yang merupakan tehnik dimana tehnik pengambilan sample
dimana jumlah sample sama dengan jumlah populasi, maka peneliti memiliki 19
siswa sebagai sample. Di kelas X terdiri dari 19 siswa SMA Muhammadiyah 9
Makassar. Data diperoleh melalui kuesioner tertutup yang terdiri dari 21 nomor,
klasifikasi data dengan menggunakan teknik persen, menyimpulkan infomasi
dengan memprediksi hasilnya.
Temuan penelitian menunjukkan bahwa ada strategi yang di gunakan
siswa untuk mempertahankan ingatan mereka dalam membaca. Kemuadian
peneliti menemukan strategi Mnemonik lebih dominan di gunakan dari pada
strategy PQ4R dam Rehearsal.
Kata kunci : Stategi Siswa, Memori, Kemampuan Membaca.
ix
AN ACKNOWLEDGEMENT
Bismillahirrahmanirrahim. All praises to Allah, the creator of the world
who always provides health and opportunities until this thesis can be completed.
Greetings and shalawat were bestowed upon the Prophet Muhammad, to his
family, friends, and the muslims who still uphold the religion of Allah.
The researcher would like to give her gratitude and appreciation to the
following people who have supported her until the thesis was finished. They are
follows;
1. Dr. H. Abd. Rahman Rahim, SE., MM. The rector of University of
Muhammadiyah Makassar.
2. Erwin Akib, M.Pd., Ph.D, the Dean of Teacher Training and Education
Faculty, University of Muhammadiyah Makassar
3. Ummi Khaerati Syam, S.Pd., M.Pd, the head of English Education
Department of Muhammadiyah University of Makassar
4. The researcher‟s high appreciation and great thankfullness are due to
consultans, Dr. Syamsiarna Nappu, M.Pd as the first consultant and
Maharida, S.Pd.,M.Pd as the second consultant, who have give the support,
guidance, motivation, and their patience since the preliminary state until the
completion of this thesis
5. The researcher‟s beloved parents, Saleh and Denta, who always love, care,
support for financial and their pray for every success of the researcher.
x
6. The researcher‟s beloved sisters, Sitti Nurung, Irmayani, Nurmala,
Darmawati, Riskawati, Widiyah Ulfa and beloved brother MIftakhur Khaer.
Who always support and being motivation for every success of the researcher.
7. The researcher‟s Community, Guru Untuk Bangsaku and Koin Untuk Negeri,
who always give best tricks how to be a good teachers, and how to be a
sharing science in the interior.
8. The staff and all of the lecturer of FKIP Unismuh, especially to the lecturers
of English Education Department who taught the researcher for many years.
9. Asri, S.Pd M.Pd. as a head of SMA Muhammadiyah 9 Makassar, has given
his permission to did this research
10. All of the respondents in this research that gave their best time to answer the
questionnaire
11. Special thanks for the big families of BRITISH Class (class B of English
Department 2015), especially Irawanti, Harmiati, Nirmawati, Nur Hidayah,
and Andi Riswandi Putra also the member class C, Sam pravita sari for
always gave the researcher support and motivation.
12. Everybody that could not be mentioned one by one, may Allah almight bless
us now and ever.
Makassar, January 2020
Risnawati
xi
TABLE OF CONTENTS
COVER ..................................................................................................................... i
APPROVAL SHEET ............................................................................................... ii
COUNSELLING SHEET 1 ..................................................................................... iii
COUNSELLING SHEET 2 ..................................................................................... v
SURAT PERNYATAAN ......................................................................................... vii
SURAT PERJANJIAN ............................................................................................ viii
MOTTO AND DEDICATION ................................................................................ ix
ABSTRACT .............................................................................................................. x
ACKNOWLEDGMENT ......................................................................................... xi
TABLE OF CONTENTS ......................................................................................... xiii
LIST OF FIGURE ................................................................................................... xv
LIST OF TABLES ................................................................................................... xi
LIST OF APPENDICES ......................................................................................... xviii
CHAPTER 1. INTRODUCTION ........................................................................... 1
A. Background .................................................................................................... 1
B. Problem Statements ........................................................................................ 3
C. Objective of the Study .................................................................................... 3
D. Significance of the Study ............................................................................... 3
E. Scope of the Study ......................................................................................... 4
xii
CHAPTER II. REVIEW OF RELATED LITERATURE ................................... 5
A. Previous Research Findings ........................................................................... 5
B. The Concept of Reading Comprehension ...................................................... 6
1. Definition of Reading Comprehension .................................................... 6
2. Reading Process ....................................................................................... 7
3. Kinds of Reading ...................................................................................... 9
4. Types of Reading ..................................................................................... 10
C. Memory .......................................................................................................... 10
1. Definition of memory ............................................................................... 11
2. Types of Memory ..................................................................................... 12
D. Forgetting Phenomenon ......................................................... 13
E. Factors that Inhibit Memory................................................... 14
F. Strategy to Maintain Their Memory in Reading
Comprehension ...................................................................... 16
1. PQ4R Strategy .......................................................................................... 16
2. Mnemonic strategy ................................................................................... 17
3. Rehearsal Strategy .................................................................................... 22
G. Conceptual Framework .................................................................................. 25
CHAPTER III. RESEARCH METHOD ............................................................... 26
A. Research Design ............................................................................................. 26
B. Population and Sample ................................................................................... 26
C. Research Instrument ....................................................................................... 27
D. Procedure of Data Collection ......................................................................... 27
E. Data Analysis ................................................................................................. 27
xiii
CHAPTER IV. FINDINGS AND DISCUSSION .................................................. 29
A. Findings .......................................................................................................... 29
B. Discussion ...................................................................................................... 37
CHAPTER V. CONCLUSION AND SUGGESTION .......................................... 41
A. Conclusion ..................................................................................................... 41
B. Suggestion ...................................................................................................... 41
BIBLIOGRAPHY .................................................................................................... 43
APPENDICES .......................................................................................................... 44
CURRICULUM VITAE .......................................................................................... 52
xiv
LIST OF FIGURE
Figure 2.1 Conceptual Framework ........................................................................ 25
Figure 4.1 Students Strategy ................................................................................. 39
xv
LIST OF TABLES
Table 4.1 Items of Mnemonic Strategy. ....................................................................... 30
Table 4.2 Items of Rehearsal Strategy ......................................................................... 33
Table 4.3 Items of PQ4R Strategy. .............................................................................. 26
xvi
LIST OF APPENDICES
APPENDIX 1 The result of data analysis ............................................................ 49
APPENDIX 2 Documentation ............................................................................. 50
1
CHAPTER I
INTRODUCTION
A. Background
English was one of some international language which used by most
people around the world. In a global era, people expected to master English so
that they can communicate with other people who live in other countries. As a
tool of an international communication, it should be learned by people who live in
a country which used English as a foreign language, including Indonesia. To
support Indonesian people in order to be able to communicate with other people
around the world, Indonesian government incorporated English into educational
curriculum as one of its compulsory subjects starting from junior high school.
Hence, it hoped that there will be a great chance for Indonesian learners to
improve their English communication competence.
Reading was important skills in learning to be mastered by the students
besides the other skills. Wineburgh (2001:80) stated that reading is not merely a
way to learn new information but becomes a way to engage in new kinds of
thinking. It means that when the students reading something (such as, books,
article, and newspaper), it was not a way to get new information. If the students
did not understand from what they are reading, they cannot get something from
the text. Thus, it made the students think hard how to get the information from
they read based on their way of thinking. Then, Seyler (2004:2-3) said that
reading is the process of obtaining or constructing from a word or cluster of word.
It meant that reading was the process where the students read the books and
2
article. To got the meaning from the word or cluster of word after that the students
construct a word or cluster of word to get a good meaning from what they red.
And the students can get meaning from what they read.
Furthermore, Harmer (2007:99) stated that reading was useful for
language acquisition. Providing that students more or less understand what they
read, the more they read, they better they get it. Problem mostly occurred to the
students when reading book, a major question in many students mind was how to
maintain memory. People have memory in their brain to be used to keep any
information they have received and any events impression for them, they can
easily remember it. Meanwhile, if a particular event or information did not have
any meaningful impression, it meant that people are difficult to recall it.
Santrock (2004) clearly state in book “educational psychology” that
memory was the retention/maintenance of information over time. It involves three
process. First is encoding, It was the process by which people get information into
memory. The second process is storage. It was the process retaining information
that has been encode into memory storage. The third process is retrieval. It was
process of taking information out of storage.
In other word, we as a students needed some strategies to remember
information that we have got in learning process. So that why the researcher
choose this title, because this is important for students in reading comprehension,
then it aims to help the students‟ memory become maintainable of information.
As we know that mostly students weak in retrieve information and easy to forget
them.
3
Base on the explanation above about students‟ problem in maintain
memory, the researcher is interest in carrying a research entitle students’ strategy
to maintain their memory in reading comprehension at the 10 grade in SMA
Muhammadiyah 9 Makassar .”
B. Problem Statement
Based on the background above, the writer will present the following
research was :
What are the Students‟ Strategy to Maintain Their Memory in Reading
Comprehension at the 10 grade in SMA Muhammadiyah 9 Makassar?
C. Objective of the Study
The objective of the study was to find out students‟ strategy to maintain
their memories in reading comprehension at the 10 grade in SMA
Muhammadiyah 9 Makassar.
D. Significance of The Study
The benefits of this study were divided into two, namely theoretical and
practically:
Theoretically, the researcher intends to investigate strategies to maintain
students‟ memory in reading. The purpose of this study was to find out what
strategies were using by students, whether using the PQ4R, Mnemonic, and
Rehearsal to maintain in memory. The result of this research would give new
information to another student how to use a strategy in reading. It could
maintenance in their memory.
Practically, as reference for the teacher in conducting good teaching in
reading comprehension. Improving the quality of the teaching and learning
4
English because the teacher knows students‟ strategy in learning reading
comprehension. It also could be a reference and giving information for other
students about strategy to maintain their memory in reading comprehension.
E. Scope of The Study
The scope of this research was limited to find out strategy to maintain
memory used by students‟ at the 10 grade in SMA Muhammadiyah 9 Makassar
. These strategies were PQ4R, Mnemonic and Rehearsal.
5
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
There are some previous researchers have conduction a study of students‟
strategy to maintain their memory some of them are:
Kartika (2013) in her thesis “Efektifitas Metode Mnemonic dalam
Meninggkatkan Daya Ingat Siswa Kelas Ix Smp Negeri 2 Satu Atap Sluke pada
Mata Pelajaran Sejarah”. She conclude that level memory treatment group
(experimental) on the subjects of history after treatment to get the average value
of 81 is categorized good level of effectiveness; the level of memory in the control
group subjects after treatment history to get the average value of 72 including the
category level sufficient effectiveness; and the application of mnemonic method is
very effective in improving the memory of student in the subjects of history seen
from the results of learning that use mnemonic method 81<75. Thus, mnemonic
strategy is memory strategy that can be enhance students‟ memory and of course
students can maintain the information in their memory.
Rosniah (2012) in her thesis “Meningkatkan Daya Ingat Siswa dalam
Menghafal Asmaul Husna Melalui Strategi Index Card Match pada Siswa Kelas Ii
Sekolah Dasar Negeri 013 Teluk Air Karimun”. She conclude that The "Index
Card Match" method can improve the memory of class II students SDN 013
Karimun Air Bay in the Asmaul Husna material with the achievement of student
memory test results reached 88.91%. The effort of the teacher in improving the
memory of second grade students at SDN 013 Teluk Karimun's water in Asmaul
5
6
Husna's material also increased with the results of the final achievement of the
learning action reaching 65%.
Lestari (2017) in her thesis entitled “The Use of Mnemonic Technique to
Increase Students’ Vocabulary Mastery (A Classroom Action Research at Eighth
Grade Students of SMPN 2 Banyubiru in Academic Year of 2016/2017). State
Institute for Islamic Studies (IAIN) Salatiga". She conclude that The "Mnemonic"
method can Increased the students‟ vocabulary mastery of class VIII students
SMPN 2 Banyubiru. Test results reached 93%. The effort of the teacher in
Increased the students‟ vocabulary mastery of class VIII students SMPN 2
Banyubiru also increased with the results of the final achievement of the learning
action reaching 59%.
The similarities between previous researches and my research is has
same focus, it is focusing on how to maintain students reading comprehension and
the differences between previous research and my research is on the strategy that
are used. In my research applies three strategies, those are PQ4R, Mnemonic and
Rehearsal while previous researches just apply one strategy in order to maintain
students‟ reading comprehension.
B. The Concept of Reading Comprehension
1. Definition of Reading and Comprehension
Reading is an activity in which readers respond to and make sense of a
text being read connected to their prior knowledge (Spratt, Pulverness, and
William; 2005: 21). The activity is done by the readers as they want to get
information and knowledge from the text. In the process of getting information
and knowledge, the readers try to connect what they read in the form of written
7
language to what they have already known about the text. Making sense of a text
is done by understanding meaning of words, sentences, and even a text.
According to Charles in Hamka (2005:9) stated that reading is a
transmitting of information process where the author is regarded as the informant
and the reader. In other hand is receiver during reading process the reader
interacts with the author directly. It means that with understanding of
comprehending the material that have written by write they are done an
instruction with the writer.
Reinking and Scenery in Hamka (2006:9), they stated that reading
comprehension understanding what has been read. It is an active thinking process
that depends not only on comprehension skill, but also the students experience
and prior knowledge comprehensions involve understanding vocabularies, seeing
the relationship among words and concept, making judgment and evaluating.
From point of this view. The researcher can be conclude that reading is
cognitive process in which the reader tries to gain information from the text,
whereas comprehension is an active process where the reader is not only read the
text but also can tries comprehend the meaning of the text.
2. Reading Process
According to Hudson (2007: 33) and Brown (2001: 298), there are three
types of reading processes, as presented below:
a. Bottom-Up Processing
Bottom-up processing views the process of reading as phonemic
units. The readers construct meanings by scanning from letters to letters. It
is continued by recognizing the words from one to another. The process is
8
broadened by associating among phrases, clauses, and sentences. Finally,
it is processed into phonemic units representing lexical meaning and
attains some comprehension of the text. This process mainly focuses in a
linier processing which allows the readers‟ ability to recognize words into
mental lexicon. It concerns more in the way the readers read a text than
that of comprehend it.
b. The Top-Down Processing
In top-down processing, the readers involve their knowledge of
syntax and semantic to create meaning of a text (Goodman cited in
Hudson, 2007: 37). On the beginning of the process, the readers make
some prediction of the text. It is followed by taking samples which will be
confirmed or not to the predictions made. These are the process in which
meanings are created by transforming the text. In the end of the process,
the readers do some correction on the predictions. The top-down
processing, indeed, takes the background knowledge of the readers as the
most important thing in reading.
c. Interactive processing
Interactive processing points the process of reading as the
interaction between the information of a text with the readers‟ prior
knowledge. This process combines the two previous processing i.e. the
bottom-up and top-down processing. As the process of reading happens,
the readers arouse what they have on their background knowledge
connected with the written information in the text. Thus, in the
9
interactive process, the readers both recognize words and predict the
implied information in creating meaning.
From the discussion above, it can be concluded that there are
three types in the process of reading. They are bottom-up processing
dealing with recognizing the words, top-down processing using the
readers‟ background knowledge, and interactive processing combining
words recognition and background knowledge of the readers. Those
approaches help the readers in reading comprehension.
3. Kinds of Reading
Purnamasari (2002:7) classifies reading into three kinds, namely;
reading aloud, silent reading and speed reading.
a. Reading Aloud
Reading Aloud is very important device that cannot be over looked in
achieving the goal because it is a great aid in the developing our habits to
practice, in reading aloud. The students will get experiences as many times
possible.
b. Silent reading
Silent reading tends to reinforce the reader to find out the meaning
of the words. This kind of reading leads the reader to a better
comprehension. Silent reading is a skill to draw inferences as well as to
express a new on the basic of what is read.
c. Speed reading
This kind of reading is use to improve speed and comprehension in
reading. This skill is very important for students. This skill of speed reading
10
must run side comprehension. The rate of speed however, depends on the kind
of reading material. The rate of speed reading story or narration will be
different from the reading scientific materials.
4. Types of Reading
(Brown, 2000: 308) determine the types of reading for the purpose of
reading.
a. Skimming
The eyes run quickly over the next to discuss what it is about, the main
idea and the gist. However, a reader should look quickly across and down the
page to find specific information.
b. Scanning
The readers are on the lookout for a particular item he believes, or fact
in writing. The eyes start quickly at the lines of writing.
c. Intensive reading
It also called study reading. This involves closed reading of the text as
the amount of comprehension should be high. The speed of reading is
correspondently slower.
C. Memory
People have memory in their brain to be used to keep any information
they have received and any event experienced. If an event or information is
important and has good impression for them they can easily remember it.
Meanwhile if a particular event or information does not have any meaningful
impression, it means people are difficult to it.
11
1. Definition of memory
“Memory is the process of maintaining information over time.”
(Matlin, 2005).
“Memory is the means by which we draw on our past experiences in
order to use this information in the present‟ (Sternberg, 1999).
"Memory is retraction of information that has been obtained before."
This definition is still very simple because it only emphasizes one's ability to
bring back information that has been obtained in the past, in other words
memory is to bring back experience past. (Slameto, 2010: 111)
"Memory that we usually interpret as memory is actually a mental
function that captures information from a stimulus, and it is a storage system,
which is a system of storing information and knowledge contained in the
human brain. (Syah, 2004: 72).
Moreover, remembering is current knowledge about past experiences
(Fauzi, 2004: 50) Memory in this sense emphasizes more on one's cognitive
abilities, namely the ability to mention or memorize an activity that has been
carried out in the past.
Base on the definitions above, the researcher could conclude that,
memory is the tools that we can save any experiences, events, impressions in
which we can recalled through three processes of memory retention namely,
encoding, storage, and retrieval.
12
2. Types of Memory
According to Richard Atkinson and Richard Shiffrin (in Matlin, 1998),
memories are stored in three information storage systems, namely sensory memory,
short term memory, and long term memory.
a. Sensory Memory
Sensory memory is the memory associated with the temporary
storage of information carried by the senses. Actually, sensory memory
has a large capacity to store information, but what is stored quickly
disappears, it is said that the information will disappear after a tenth of a
second, than it will disappear completely after one second has passed.
b. Short-term Memory
Short-term memory or often referred to as short-term memory or
working memory is a process of temporary memory storage, meaning that
the information stored is only retained as long as the information is still
needed. Short-term memory is where we store the memories we just
thought. Memories that enter sensory memory are passed on to short-term
memories. Short-term memory lasts a little longer than sensory memory,
as long as you pay attention to something, you can remember it in short-
term memory.
c. Long-term Memory
Long term memory (long term memory) is a process of memory or
memory that is permanent, meaning that the information stored can last for
a very long time. The capacity of this long-term memory is unlimited.
Long-term memory is a storehouse of information possessed by humans.
Long-term memory contains information in psychological conditions in
13
the past, i.e. all information that has been stored, but is not currently being
thought about.
D. Forgetting Phenomenon
According to Irwanto (2013) in his book General Psikologi, forgetting
is a symptom in which information that has been stored cannot be recovered
for use Encoding failure.
There are two kinds of theories about forgetting that we will discuss,
as for the theory, namely:
a. Decay Theory
This theory assumes that memory will wear out over time if not
repeated (rehearsal). Or simply we will forget if we do not remember or repeat
something. From this decay theory, it can be explained that if people store a
memory trace weakens and decay.
b. Interference theory
Forgetfulness can be caused by:
1) Memory buildup occurs
2) Influenced or mixed information from one information to
another. Influenced or mixed information can be divided into
two, namely:
a) Retroactive interference
Retroactive interference occurs when a new memory prevents
retrieval of an old memory. Retroactive interference itself is a
phenomenon in psychology that is a process that occurs in one's mental
life and is closely related to the problem of forgetting. For the public,
14
the term retroactive interference is still rarely heard. But if it is called
forgetfulness, it can be better understood.
b) Proactive interference
Proactive interference can occur when forms of memory in
psychology. Forms of memory in old psychology that inhibit retrieval
of new memory. Proactive disorders can occur when past memories
hold individuals so they cannot retain new memories. The competition
ultimately prevents memory retraction in proactive disorder. It has
been hypothesized that forgetting memories would not exist if it were
not for proactive interference and rest would not have affected the
proactive interference.
c) Physiological disorders
In addition to the four theories above, physiological disorders
can also cause a person to forget, for example in people affected by
amnesia, where forgetfulness can occur due to a disruption in the
engram (physical changes in the brain caused by the biochemical
factors of the brain).
E. Factors that Inhibit Memory
There are several factors that can make students have difficulty in
memorizing. According to Gunawan (2003:32), these factors include several
things, namely:
a. The information was not important
15
In principle the brain will store important information only, therefore,
considered to be less important information that will make the brain stores the
information in short-tern memory.
b. Interference or disorders Interference would disrupt memorizing
Interference occurs when unnecessary information entered and mixed
with the information need, for example when we memorize poetry and at the
some time we listen to the singing voice of the neighbors were quite loud,
unconsciously chatting songs that will be included in the memory and mixed
with poetry that is being memorize.
c. Do no focus and no concentration
Concentration is the main door of learning. The brain will have
trouble if the two activities at the same time.
d. Stress
State of mind full load and pressure would interfere with the brain to
work, imagine when learning mathematic while neighboring kitchen fire, of
course, thoughts will turn to the study of mind to extinguish the fire.
e. Physical Fatigue
Physical fatigue is usually caused by physical labor. If physical tried
usually someone drowsiness and sleep, because oxygen into the brain is
reduced. Learning in the long term mike the physical universe becomes easily
tired. The solution is to strengthen the physical endurance sports, because
sports will drive the heart pumping and muscles moving. Enough sleep can
also be a solution when it was hit by physical fatigue. Lack of sleep will
16
interfere with the information we have stored, because during sleep, the
process of extracting information in the brain is done.
f. Effect of Chemical Substances
The habit of consuming alcoholic drinks, smoking is a habit that can
damage the brain. Even some psychotropic substance will kill come brain
cells, farther than it could also inhibit the growth of the generative processes
of the brain, resulting in brain can not renew themselves again (generative).
F. Strategy to Maintain Memory in Reading Comprehension
In this part, the researcher would explain about strategies to maintain
students‟ memory in reading comprehension at the 8 grade in SMP Negeri 1
Parangloe.
1. PQ4R Strategy
a. Definition of PQ4R
One of the strategies that helps students understand reading materials
is PQ4R (Preview, Question, Read, Reflect, Recite and Review). PQ4R is the
effective variation of SQ3R strategy which was developed by Thomas and
Robinson in anshorullah thesis (1972). It is step by step procedure used for
reading through a text. It constitutes an analytical reading procedure to lead
the students through the study of texts systematically (Hayes: 1992). It shows
students how to cope with texts through a procedure of Preview, Question,
Read, Reflect, Recite, and Review.
According to Logsdon in anshorullah thesis (2007), PQ4R is a
strategy that helps students focus on organizing information in their minds
17
and make it meaningful. Furthermore, she points out that the PQ4R strategy is
a good study skill that improves the students‟ understanding of the text and
improves recall of facts by as much as 70%. This strategy can be adapted for
students of all ages. In line with Logsdon, Hayes (1992: 48) in anshorullah
thesis maintains that PQ4R strategy can be applied for high school and
college classes to make substantial use of textual materials and it can be used
with individual students, small groups, and whole classes. Furthermore, he
affirms that using PQ4R, students will gain experience with a strategy they
can apply when they study on their own.
Anastasia (2007) stated that PQ4R is a popular method of working with
text to remember it better.
After seeing about PQ4R above, we can say it is a strategy which is used
to remember text easily and transfer the information into our long-term memory
and then it can maintains the information.
b. The Purpose of PQ4R
a. It will improve the students reading comprehension. It also may
improve recall of facts by as much as 70%.
b. To help non-disabled students improve reading comprehension and
retention/maintenance.
c. To understand what they read and to remember details of what they
have read.
d. To improve comprehension and retention or maintenance.
2. Mnemonic Strategy
a. Definition of Mnemonic
18
According Wojowasito and Wasito (1980) in Anshorulah thesis,
Mnemonic are derived from the word Mne'monic in memorizing
intelligence. Mnemonic originated from Greek mythology named Dewi
Mnemonyne. This is an indication that the Greeks really appreciated the
ability to memorize the name of the goddess to be the name for a method.
The core of this method is imaginası and associations. Simply put, the
method according to Stine (2002) is nothing more than the ability of the
mind to associate words of ideas or ideas with images. Highee (2003)
defines mnemonics as a method to help memory.
According Suharnan (2005) in Anshorulah thesis defines,
mnemonic methods as learned strategies to optimize memory performance
through exercises. Suharnan was well aware that this technique needs
practice to master it.
Mnemonic is closely related to imagination and association.
Pasiaq (2003) said that imagination and association are part of the work of
the right brain which is the center of creativity, therefore learning by the
mnemonic method indirectly coordinates between the left brain and right
brain in a learning activity
Mnemonics are useful to reading instruction because they are
organized ways to help people store and recall ample amounts of
information. When there is the student must recall vast amounts of
information, mnemonics devices help them make relations between two or
more pieces of information (Brigham & Brigham, 2001). The focus of
mnemonics strategies is so specific that they are intended to be
19
implemented to enhance the recall of the components of any lesson for
which memory is needed. Theses strategy are also not comprehension
strategies, but strategies to aid the recall of new information.
Mnemonic strategies are the “cure all” for success in school. There
are many different things that students need to do to be successful in a
school environment. The ability to remember content specific information
is only one part of the process. The good news is when there is academic
content that needs to be remembered. Mnemonic strategies could be an
important instructional component that students could implement.
Mnemonic strategies are systematic procedures for enhancing the memory
and making information more meaningful. Their particular use is in
developing better ways to encode information so that it will be much
easier to retrieve and remember the information.
Although there many different retrieval strategies that can be
implemented to attempt to retrieve forgotten information, research has
demonstrated that the way information is initially encoded facilitates
memory and the recall of this information better. The fundamental aspect
in developing mnemonic strategies is to find a way to relate new
information to information that is already in the long-term memory of
students. If this connection can be made, the memory of this information is
the potential of being remembered for a very long time, in addition, “the
use of mnemonics with collage age students might have enough potential
for making learning easier and possibly more fun” said by Higbee
(1994:11).
20
b. Kinds of mnemonic strategies
Mnemonics strategy the following authors also convey the memory
techniques. How do we incorporate the information into our brains in a
manner consistent with the workings of the brain? This technique can be
very effective because our brains store the image and meaning, not words.
This technique is a mnemonic technique. This mnemonic is also an
elaboration technique.
a) Chunking
Chunking is a grouping of several items of information
stand alone to be easy remember.
Example:
a. o-m-e-m-y-r= memory
b. 08123153116= 081-231-53-116
Before being grouping, either letters or the numbers are difficult
to remember. This is also another secret, why he words in the
Quran are grouped into verses.
b) Rhyme/Song
Rhyme is compiling new information into the from of a
rhyme.
Some examples of rhyme namely:
a. Surat al-mu‟minun (QS 23) and Ar-Rahman (QS 55). Both of
the surah displays many verses in rhyme.
b. Sumadi Suryabrata stated that macapat song is an excellent
illustration to explain the rhyme. Furthermore, Carmark (1975)
21
in his book improving your memory that listening to soft song
will aid students‟ concentration and increase their probably of
learning the material quickly and easily.
c) Key words (key-word)
For example, the end of all the “An-Nas” is “Naas”. That is,
Naas word is the last word in all paragraphs in the surah An-Naas
(QS. 114).
d) Inventing stories
This technique is also called the chain technique says, as
the name suggest, this technique someone chaining connect the
word or words that want to memorize. Do with connect/interchain
that word create a story.
For example, to make it easier to memorize the series the
surah in the Quran can be used as a technique following.
“after opening with Al-Fatihah, cow named Al-Baqarah
forced entry into the house of Ali Imran, the eldest son of the
family of Imran, butting woman named An-Nisa” and devastated
dish which is located on Al-Maidah‟s table”.
e) Acronyms
Conducting the compilation of new information and create
an abbreviations from. For example, the order of prayer time can
be shortened to DAMIS (Zuhur, asar, magrib, isya, subuh).
f) Acrostic
22
It is a technique of memorizing by taking the first letter of
the material that want to be memorized, and then the first letter is
incorporated and made an abbreviation or a funny story. Here is an
example of the technique acrostic.
The existence of various technique above does not indicate
that one is better than the other, but more of a variety and choice.
Accuracy and effectiveness of the technique depends on the type of
material being studied and the person‟s appetite. Thus, someone
must actively create or choose the proper technique for himself.
3. Rehearsal Strategy
a. Definition of Rehearsal
According to Kartono and Dali Gulo (1987) in their book, Dictionary of
psychology define rehearsal is repeating back and information and encrypting it
(compiled in a password-specific password) to be store in memory, in the
imitative learning, or learning be imitation, or can be interpreted again as
repetition of information or a learned behavior. Rehearsal extends in long-tern
memory. Two important factors to be considered in performing and evaluating
rehearsal are:
First, the amount of time allotted. This will determine whether to
conduct a rehearsal once, or twice. Punctuality is a very important component in
rehearsal. The first rehearsal occurs when the information into working
memory. In students feel that the information into working memory. If students
feel that the information it makes no sense and has no relevance/significance,
the new information is likely to be lost or forgotten. By providing sufficient
23
time to be able to do a rehearsal two, students will have the opportunity to
conduct a review of the information he received and found the relationship with
the learning experience in advance, so that this new information be reasonable
and give the value and relevance of the information. This will all result in
increased likelihood of this information entered into long-tern memory.
Secondly, the type of rehearsal is done, whether the nature rote or elaboration.
b. Kinds of Rehearsal
According to Gunawan (2004:80-81), where are two kind of rehearsal,
namely rote rehearsal and rehearsal elaboration.
1. Rote rehearsal
Rote rehearsal used when student have to remember information and
save it as the moment the information is entered into the working memory.
This involves a kind of rehearsal to memorize a simple strategy. For example,
when memorizing a definition, facts, multiplication tables, phone number,
song lyrics and steps in a procedure or process. Verbal rehearsal technique is
done by reading the back of the new information received with loud and
repeatedly. Repetition is done by reading aloud produce what is called the
articulator loop. Strength and the level of convenience (accessibility) usage
depend on two things. First, the intensity of the articulator loop, the more
new information is repeated, the stronger is stored in memory. Second, the
length and complexity of the new information, the shorter a word or phrase,
then will be easy to remember, the more complex the word or phrase it is
increasingly difficult to remember. Thus, rehearsal is done by rote
memorizing exactly what information existence.
24
The theory of verbal rehearsal able to provides empirical answers to
the reason why quran was revealed gradually and words then concepts within
it are repeatedly mention. The empirical reason is in line with normative
reasons mention the quran surah al-furqan,25;32. For example the word sense
„aql is mention 49 times,101qalb, lubb or plural albab 16 times.
2. Rehearsal Elaboration
Rehearsal elaboration is “used when we do not have to memorizing
the information exactly as it is, but rather the effort to connect what is being
studied by what you already know”. According to Anderson, “with the
elaboration of the old knowledge that has been stored in the memory may be
developed into new knowledge, perhaps modified or rectified”. Rehearsal
elaboration also gives the meaning or relevance of the information studied.
Here are some effective strategies to do rehearsal elaboration, namely:
1. Using their own words.
2. Select and record
3. Making predictions for the continuation of the learning material
4. Created a question
5. Reflect and summarize
“Retention/maintenance is a term that indicates the quality or the
strength of one‟s retrieval is spending back material/information in memory at
the rewired time. Not much can be done to improve retrieval capabilities
directly. But keep in mind, whether smooth and stored in memory. Which is
located in the levels and quality during the processing of the information
stored in STM, and the subject‟s own effort to dig u the information in the
25
LTM, reworked and put back into LTM? But sometimes the
material/information stored in your memory may be “maccessible” (hard to
find) yet does not mean that there is no material, the material in the memory
it‟s just that you are not able to find it (remember back) we all know that recall
information is more difficult than a note of it in our memory. Thus, our brains
store more than were recalled.
G. Conceptual Framework
Reading Comprehension
Memory Strategy
MNEMONIC PQ4R REHEARSAL
Students’ Memory
Figure 2.1 Conceptual Framework
In figure 2.1 showed that the researcher investigated students‟ reading
comprehension at the tenth grade in SMA Muhammadiyah 9 Makassar by using
memory strategies were Mnemonic, Rehearsal and PQ4R strategy to found out
26
which one of those strategies is more dominant to maintain the students memory
in Reading comprehension
27
CHAPTER III
RESEARCH METHOD
This chapter would be explain about design of the research, population
and sample, instrumentation of data gathering, technique of data analysis, and
procedure.
A. Research Design
The research design of the research would be used descriptive research
and evaluated about students‟ strategy to maintain their memory in reading
comprehension at the 10 grade in SMA Muhammadiyah 9 Makassar. This
research analyzed the students‟ strategy. The data of this study could be
categorized into quantitative from questioner. The data obtained from
questionnaires
B. Population and Sample
1. Population
The population of this research was 10 grade of SMA
Muhammadiyah 9 Makassar, which consisting of 19 students.
2. Sample
In the sample, the researcher used Total Sampling Technique. Total
Sampling Technique was the technique which a sampling technique where
the number of samples is equal to the population. In other word, the
researcher chose 10 grade in SMA Muhammadiyah 9 Makassar. In this
case, the researcher had 19 students as a sample.
28
C. Research instrument
The questionnaire was adapted from international journal of humanities
and social science vol.1no.3; march 2011. The questionnaire had positive
question there is not negative question. It aimed to get the data about students‟
strategy in reading comprehension, the researcher uses Liker Scale. Liker Scale
usually has five scale options, Those Were strongly Agree, Agree, Undecided,
Disagree and Strongly Disagree. This questionnaire were 21 number, in 1 to 7
were students data about mnemonic strategy, 8 to 14 were data about PQ4R
strategy, thus 15 to 21 were data about Rehearsal strategy. Students chose the
best answer according to their strategy in reading comprehension.
D. Procedure Of Data Collecting
The data of the research would get from questionnaire. This research
could take three days for the researcher in collecting data. First, the researcher
explained how to work out the instrument to the students. The participants
collected their questioners sheet to the researcher. A questionnaire took 30
minutes for students to finish it.
E. Data Analysis
For data analysis, the analysis method used by the researcher in this
research is percentage Descriptive analysis. Percentage descriptive is obtained by
frequency divided by the number of respondents multiplied by 100%, as stated by
Sudjana (2001). The formulate are as follow.
26
30
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter deals with the findings and discussion of the research. The
research findings showed the data obtained from the questionnaire and test result
the discussion the description and interpretation of the research findings. It base
on the analysis of data collected.
A. FINDINGS
The research described the result of data analysis which found from
questionnaire. In this findings section, the researcher finished the observation of
students‟ strategy. Many students were active to answer the questions. The data of
the students‟ strategy to maintain their memory in reading comprehension at the
10 grade in SMA Muhammadiyah 9 Makassar, Could be seen clearly in these
following explanation.
In analyzing the data, the researcher gave questionnaire the students‟ that
obtained of 21 items that based on the three strategies (Mnemonic was from item
1-7, PQ4R is from items 8-14 and Rehearsal from items 15-21).
a. Mnemonic strategy
The questionnaire aimed to get the data about students‟ strategy in
reading comprehension the data from questionnaire item 1 – 7 number
were the point of Mnemonic strategy
Table 4.1 items of Mnemonic strategy 29
31
No. Items Classification Frequency Percentage
1 abbreviate the first
letter Strongly Agree 14 73%
Agree 0 0%
Undecided 2 11%
Disagree 0 0% Strongly
Disagree
3 16%
2 make a new words Strongly Agree 10 53%
Agree 7 37%
Undecided 0 0%
Disagree 1 5% Strongly
Disagree 1 5%
3. underline key
words
Strongly Agree 9 47%
Agree 6 32%
Undecided 1 5%
Disagree 1 5% Strongly
Disagree 2 11%
4. Paraphrase the
information Strongly Agree 10 52%
Agree 4 21%
Undecided 2 11%
Disagree 1 5% Strongly
Disagree 2 11%
5. string up the words Strongly Agree 8 42%
Agree 5 26%
Undecided 3 16%
Disagree 1 5% Strongly
Disagree 2 11%
6. create chunk of
number Strongly Agree 14 73%
Agree 2 11%
Undecided 0 0%
Disagree 1 5% Strongly
Disagree 2 11%
7. information Strongly Agree 6 32%
Agree 8 42%
Undecided 4 21%
Disagree 1 5% Strongly
Disagree 0 0%
32
From Table 4.1 Number 1. the students who Strongly Agree that
they try to abbreviate the first letter of words to make it easy remembered
were 14 students or 74%, agree were 0 students or 0%, undecided were 2
students or 10%, disagree were 0 students or 0%, strongly disagree 3
students or 16%. Number 2, the students who Strongly Agree that they
make a new words base on the first letter of the word, to make it more
meaningful and easy to recall were 19 students or 53%, agree were 7
students or 37%, undecided were 0 students or 0%, disagree were 1
students or 5%, strongly disagree 1 students or 5%. Number 3, the students
who Strongly Agree that they make a new words base on the first letter of
the word, to make it more meaningful and easy to recall were 9 students or
47%, agree were 6 students or 32%, undecided were 1 students or 5%,
disagree were 1 students or 5%, strongly disagree 2 students or 11%.
Number 4, the students who Strongly Agree that they string up the words
which are going to incorporate to the story or inverting story to be
correlated the information each other were 10 students or 52%, agree were
4 students or 21%, undecided were 2 students or 11%, disagree were 1
students or 5%, strongly disagree 2 students or 11%. Number 5, the
students who Strongly Agree that they string up the words which are going
to incorporate to the story or inverting story to be correlated the information
each other were 10 students or 52%, agree were 4 students or 21%,
undecided were 2 students or 11%, disagree were 1 students or 5%,
strongly disagree 2 students or 11%. Number 6, the students who Strongly
Agree that they create chunk of number, date include on the passage were
33
14 students or 73%, agree were 2 students or 11%, undecided were 0
students or 0%, disagree were 1 students or 5%, strongly disagree 2
students or 11%. Number 7, the students who Strongly Agree that they to
figure out the information what they reading were 6 students or 32%, agree
were 8 students or 42%, undecided were 4 students or 21%, disagree were 1
students or 5%, strongly disagree 0 students or 0%.
b. Rehearsal strategy
The questionnaire aimed to get the data about students‟ strategy in
reading comprehension the data from questionnaire item 15 – 21 number
were the point of Rehearsal strategy
Table 4.2 items of Rehearsal Strategy
No. Item Classification Frequency Percentage
1 repeat information Strongly Agree 5 26%
Agree 4 21%
Undecided 6 32%
Disagree 3 16% Strongly
Disagree
1 5%
2 put the word Strongly Agree 5 26%
Agree 3 16%
Undecided 9 47%
Disagree 0 o% Strongly
Disagree 2 11%
3. choose the key word Strongly Agree 2 11%
Agree 9 47%
Undecided 5 26%
Disagree 3 16% Strongly
Disagree 0 0%
4. I am reading I predict Strongly Agree 3 16%
Agree 7 5%
Undecided 5 26%
Disagree 4 21%
34
Strongly
Disagree 6 32%
5. refine the information Strongly Agree 5 26%
Agree 7 37%
Undecided 5 26%
Disagree 0 0% Strongly
Disagree 2 11%
6. summarize Strongly Agree 8 42%
Agree 2 11%
Undecided 5 26%
Disagree 3 16% Strongly
Disagree 1 5%
7. focus Strongly Agree 7 37%
Agree 5 26%
Undecided 4 21%
Disagree 2 11% Strongly
Disagree 1 5%
From Table 4.2 Number 1, the students who Strongly Agree when
they were reading they repeat information over and over were 5 students or
26%, agree were 4 students or 21%, undecided were 6 students or 32%,
disagree were 3 students or 16%, strongly disagree 1 students or 5%.
Number 2, the students who Strongly Agree when they put the word in my
own word to make me rehearsal information easily were 5 students or 26%,
agree were 3 students or 16%, undecided were 9 students or 47%, disagree
were 0 students or 0%, strongly disagree 2 students or 11%. Number 3,
the students who Strongly Agree that while they were reading, they choose
the key word and note in my notebook were 2 students or 11%, agree were
9 students or 47%, undecided were 5 students or 26%, disagree were 3
students or 16%, strongly disagree 0 students or 0%. Number 4, the
students who Strongly Agree that while they reading they predict what will
35
be happen in the next part are 3 students or 16%, agree were 1 students or
5%, undecided were 5 students or 26%, disagree were 4 students or 21%,
strongly disagree 6 students or 32%. Number 5, the students who Strongly
Agree that they refine the information of passage, so that they can rehearsal
them easy were 5 students or 26%, agree were 7 students or 37%,
undecided were 5 students or 26%, disagree were 0 students or 0%,
strongly disagree 2 students or 11%. Number 6, the students who Strongly
Agree that they reflect the all information of the passage and summarize
them, were 8 students or 4%, agree were 2 students or 11%, undecided
were 5 students or 26%, disagree were 3 students or 16%, strongly
disagree 1 students or 5%. Number 7, the students who Strongly Agree that
they increasing their concentration to be focus on what the passage about,
were 7 students or 37%, agree were 5 students or 26%, undecided were 4
students or 21%, disagree were 2 students or 11%, strongly disagree 1
students or 5%.
c. PQ4R Strategy
The questionnaire aimed to get the data about students‟ strategy in
reading comprehension the data from questionnaire item 8– 14 number
were the point of PQ4R strategy
Table 4.3 items of PQ4R strategy
No. Item Classification Frequency Percentage
1 general information Strongly Agree 3 16%
Agree 2 11%
Undecided 5 26%
Disagree 4 21% Strongly 5 26%
36
Disagree
2 focus my reading. Strongly Agree 5 26%
Agree 2 11%
Undecided 8 42%
Disagree 3 16% Strongly
Disagree 1 5%
3. find answer Strongly Agree 5 26%
Agree 3 16%
Undecided 6 32%
Disagree 5 26% Strongly
Disagree 0 0%
4. relate it with the
information Strongly Agree 3 16%
Agree 7 37%
Undecided 5 26%
Disagree 3 16% Strongly
Disagree 1 5%
5. memorize Strongly Agree 5 26%
Agree 5 26%
Undecided 3 16%
Disagree 3 16% Strongly
Disagree 3 16%
6. guess the meaning Strongly Agree 4 21%
Agree 6 32%
Undecided 5 26%
Disagree 1 5% Strongly
Disagree 3 16%
7. review Strongly Agree 3 16%
Agree 6 32%
Undecided 9 47%
Disagree 1 5% Strongly
Disagree 0 0%
From Table 4.3 Number 1, the students who Strongly Agree that
they try to survey the passage to get an idea of the general information were
3 students or 16%, agree were 2 students or 11%, undecided were 5
students or 26%, disagree were 4 students or 21%, strongly disagree 5
students or 26%. Number 2, the students who Strongly Agree that while
37
they were reading passage they make up questions in their mind to help
focus on their reading were 5 students or 26%, agree were 2 students or
11%, undecided were 8 students or 42%, disagree were 3 students or 16%,
strongly disagree 1 students or 5%. Number 3, the students who Strongly
Agree that while they were reading passage try to find the answer of their
own question were 5 students or 26%, agree were 3 students or 16%,
undecided were 5 students or 26%, disagree were 5 students or 26%,
strongly disagree 0 students or 0%. Number 4, the students who Strongly
Agree that while they were reading passage try to relate it with the
information that they already know about were 3 students or 16%, agree
were 7 students or 36%, undecided were 5 students or 26%, disagree were 3
students or 16%, strongly disagree 1 students or 5%.Number 5, the
students who Strongly Agree that they try to practice and memorize the
information by the using point aloud were 5 students or 26%, agree were 5
students or 26%, undecided were 3 students or 16%, disagree were 3
students or 16%, strongly disagree 3 students or 16%. Number 6, the
students who Strongly Agree that they try to guess the meaning of author‟s
idea on the passage were 4 students or 21%, agree were 6 students or 32%,
undecided were 5 students or 26%, disagree were 1 students or 5%,
strongly disagree 3 students or 16%. Number 7, the students who Strongly
Agree that they review all of information and test their understanding of the
passage were 3 students or 16%, agree were 6 students or 32%, undecided
were 9 students or 47%, disagree were 1 students or 5%, strongly disagree
0 students or 0%.
38
Figure 4.1 showed that Mnemonic strategy had 137 (34%) total
students answer, Rehearsal strategy had 133(33%) total students answer,
PQ4R Strategy had 131(33%). Thus the researcher concluded that
Mnemonic Strategy was more dominant than the other strategies at the
Tenth grade in SMA Muhammadiyah 9 Makassar.
B. Discussion
The students‟ strategy to maintain their memory in reading
comprehension at the 10 grade in SMA Muhammadiyah 9 Makassar. The
discussion deals with the interpretation of the research findings.
A. Students’ strategy to maintain their memory in reading
comprehensioan
a. Mnemonic Strategy
The used of mnemonic strategy to maintain their memory in
reading comprehension. Item 1, I try to abbreviate the first letter of
words to make it easy remembered. In this item the research found 14
students strongly agree in percentage 73%, its means that by abbreviate
137 (34%)
133 (33%)
131(33%)
Figure 4.1 Students Strategy
Mnemonic Stretegy
Rehearsal Stretegy
PQ4R Stretegy
39
the word students easy to remember and memorize the words, so they
can used it in the classroom. Its support by Higbee in Ansrollah ( 2007)
thesis said the ability to remember actually depends on the method used,
as well as how the exercise is done with that method of remembering,
this method does not directly refer to mnemonics.
Based on Pasiaq in Anasrollah (2003) said that imagination and
association are part of the work of the right brain which is the center of
creativity, therefore learning by the mnemonic method indirectly
coordinates between the left brain and right brain in a learning activity.
The result of item 2, I make a new words base on the first letter of the
word, to make passage meaningful and easy to recall. In this item, the
research found 10 students strongly agree in percentage 53% and its
mean that students needs some new words to increasing their
memorized.
The last item 3, I paraphrase the information on my notebook, the
strongly agree there were 10 students in percentage 53%. This strategy
was very affective in improving the memory of students to get the
information of what they read. ( Kartika 2013) mnemonic strategy is
memory strategy that can be enhance students‟ memory and of course
students can maintain the information in their memory.
b. Rehearsal Strategy
The second was Rehearsal strategy to maintain their memory in
reading comprehension. According to Kartono and Dali Gulo (1987) in
their book, Dictionary of psychology define rehearsal is repeating back
40
and information and encrypting it (compiled in a password-specific
password) to be store in memory, in the imitative learning, or learning be
imitation, or can be interpreted again as repetition of information or a
learned behavior. Rehearsal extends in long-tern memory. Rehearsal was
repeating strategy using by students to maintain their memory in reading
and remembering on LTM.
Based on the statement above, Rehearsal strategy could maintain
students‟ memory in reading comprehension. In the item 8 I try to survey
passage to get an idea of the general information were 3 students
strongly agree in percentage 16%. It means that students tried to survey
the passage to got an idea of the general information, while they are
reading passage, they made up question in their mind to help focus on
the passage.
In this study, the percentage of students strongly agree was 16%
and this strategy to show the students not dominant to used that strategy.
Therefore the researcher found that students used Mnemonic strategy to
maintain their memory in reading comprehension at the 10 grade in
SMA Muhammadiyah 9 Makassar. Hence, the mnemonic strategy more
effective than rehearsal strategy to maintain the students memory in
reading comprehension.
c. PQ4R (Preview, Question, Read, Reflect, Recite and Review)
Strategy.
41
The last strategy was PQ4R, this strategy helps students focus on
organizing information in their minds and make it meaningful. It is step
by step procedure used for reading through a text. It constitutes an
analytical reading procedure to lead the students through the study of
texts systematically (Hayes: 1992). From table 4.15 in item 15 when I
am reading repeat information over and over were 5 students strongly
agree in percentage 26%. Its means when students were reading they
repeat information over and over to got information.
This strategy could be adapted for students of all ages. In line with
Logsdon, Hayes (1992: 48) in Anshorullah thesis maintains that PQ4R
strategy can be applied for high school and college classes to make
substantial use of textual materials and it can be used with individual
students, small groups, and whole classes. Furthermore, he affirms that
using PQ4R, students will gain experience with a strategy they can apply
when they study on their own. The result of item 18 While I am reading
I predict what will be happen in the next part, students strongly agree 3
and percentage was 16%. Its means that while students reading they
predict what will be happen in the next part.
On item 21, I increase my concentration be focus on what the
passage about were students 7 strongly agree in percentage 37%.
Anastasia (2007) stated that PQ4R is a popular method of working with
text to remember it better. After seeing about PQ4R above, we can say it
is a strategy which is used to remember text easily and transfer the
information into our long-term memory and then it can maintains the
42
information. Based on the statement above, PQ4R strategy could
maintain students‟ memory in reading comprehension. Therefore the
researcher found that students used PQ4R strategy to maintain their
memory in reading comprehension.
Therefore, from the discussion above the researcher was conclude
that the these strategies were Mnemonic, Rehearsal and PQ4R. In
learning proses of reading comprehension there some of strategy was
dominant used to maintain the students memory in reading was
Mnemonic strategy than Rehearsal strategy and PQ4R strategy.
43
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
Based on the research findings and discussion in the previews chapter, the
following conclusion was presented:
Using strategy to help students to maintain their memory in reading
comprehension at the tenth grade in SMA Muhammadiyah 9 Makassar. It was
proved by the students‟ responses on the questionnaire in the previews chapter.
There were three strategies that researcher in corporate to the questionnaire
namely, Mnemonic, PQ4R, and Rehearsal strategy. Based on the questionnaire,
the achieved of each strategy showed that students‟ used these strategies to help
them maintain their memory. However actually in this case, students‟ were
dominant used for the first was Mnemonic strategy, the second was Rehearsal
strategy and the third was PQ4R strategy to maintain their memory in reading
comprehension.
B. Suggestions
In relation to the reading comprehension, the researcher would like to give
some suggestion to the students‟ (learners), the English teacher and the
researchers as follows:
1. For the Students
44
Students‟ need strategy, to practice and learn more not only in the
informal education, but also the formal education to improve their reading
comprehension. In this case, the students could apply this strategy to maintain
their memory in reading. Because when we have learn or read some passage
and we do not remember about what we had got, it was useless.
2. For the English Teacher
The application of Mnemonic, PQ4R, and Rehearsal strategy can
significantly maintenance students‟ memory in reading comprehension. So
these strategies were strongly suggested to be applied in teaching English
reading in the classroom in order to improve the students‟ reading
comprehension.
3. For the next Researcher
To improve the students reading comprehension generally, there are many
case which must be improved such as: literal comprehension, attention,
interest, motivation. But in the case, the researcher focuses on maintenance of
students‟ memory in reading comprehension. So for the next researchers, they
can take the other case of reading comprehension. To be improve neither they
use this method not other methods. But is better to uses this method in order to
know the students‟ strategy to maintain their memory in reading
comprehension. The result of this research can also use as an additional
reference or especially at Universitas Muhammadiyah Makassar.
41
45
BIBLIORAPHY
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48
Sample
Stategies
TOTAL Mnemonic PQ4R Rehearsal
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
S.1 1 5 5 1 1 5 4 1 5 5 5 5 1 3 5 5 4 1 5 5 5
S.2 5 4 1 5 4 5 5 5 3 5 2 4 5 3 1 5 4 3 5 5 5
S.3 5 4 5 4 5 5 4 3 5 3 4 2 3 4 4 3 4 5 4 5 5
S.4 5 4 5 4 5 5 4 3 5 3 4 2 3 4 4 3 4 5 4 5 5
S.5 1 5 1 1 3 5 4 1 5 5 5 5 1 3 5 5 4 2 5 5 5
S.6 5 5 5 3 4 1 5 5 3 5 1 1 5 5 5 5 5 5 3 5 5
S.7 5 5 5 5 5 5 5 4 3 4 3 4 3 4 2 3 2 2 5 3 4
S.8 5 5 5 5 5 5 3 3 2 3 2 4 4 3 3 4 3 4 4 5 3
S.9 3 2 4 5 3 4 3 3 2 2 4 4 5 5 4 3 2 1 3 5 3
S.10 5 5 4 5 5 5 4 2 3 2 4 3 4 4 2 3 4 2 3 2 4
S.11 5 4 5 5 5 4 3 2 3 4 3 1 4 3 2 4 3 2 2 3 4
S.12 5 5 4 5 5 5 4 2 3 2 3 5 4 3 3 3 4 3 4 3 3
S.13 5 5 4 5 5 5 4 2 3 2 3 5 4 3 3 4 3 3 5 3 3
S.14 1 4 4 5 4 1 5 3 3 5 4 3 5 3 3 3 2 3 4 3 4
S.15 5 5 5 4 4 5 4 1 1 2 4 3 2 4 3 5 3 3 3 4 2
S.16 3 1 2 3 2 5 2 1 4 3 3 2 3 3 5 3 3 1 4 2 1
S.17 5 4 5 4 3 5 5 5 4 4 4 5 4 5 5 1 4 1 4 1 5
S.18 5 4 3 2 1 2 3 4 5 3 2 4 1 2 4 3 5 1 1 4 2
S.19 5 5 4 5 4 5 5 1 2 3 5 1 3 4 3 1 4 1 1 3 4
TOTAL
49
QUESTIONNAIRE
Name : Class :
The following statements are about the strategy that you use in reading the passages.
Please indicate the frequency of reading strategy you use by circling the following
appropriate number.
1 means “I never or almost never do this”
2 means “I do this only occasionally”
3 means “I something do this” (about 50% of the time)
4 means “I usually do this”
5 means “I always or almost always do this”
No. Statements Frequency scale
1. I try to abbreviate the first letter of words to make it easy remembered. 1 2 3 4 5
2. I make a new words base on the first letter of the word, to make passage
meaningful and easy to recall
1 2 3 4 5
3. I underline key words to remind me of important concept of the passage 1 2 3 4 5
4. I paraphrase the information on my notebook. 1 2 3 4 5
5. I string up the words which are going to incorporate to the story or
inverting story to be correlated the information each other.
1 2 3 4 5
6. I create chunk of number, date, etc which include on the passage. 1 2 3 4 5
7. I try to figure out the information what I am reading. 1 2 3 4 5
8. I survey passage try to to get an idea of the general information. 1 2 3 4 5
9. While I‟m reading passage, I make up question in my mind to help focus
my reading.
1 2 3 4 5
10. I‟m reading the passage while try to find answer of my own question. 1 2 3 4 5
11. When I‟m reading the passage, I try to relate it with the information that I
already know about.
1 2 3 4 5
12. I try to practice and memorize the information by stating point aloud. 1 2 3 4 5
13. I try to guess the meaning of author‟s idea on the passage. 1 2 3 4 5
14. I review all of information and test my understanding of the over. 1 2 3 4 5
15. When I am reading I repeat information over and over. 1 2 3 4 5
16. I put the word in my own word to make me rehearsal the information
easily.
1 2 3 4 5
17. While I am reading, I choose the key word and note it in my notebook. 1 2 3 4 5
18. While I am reading I predict what will be happen in the next part. 1 2 3 4 5
19. I refine the information on the passage, so that why I can rehearsal them
easily.
1 2 3 4 5
20. I reflect the all information of the passage and summarize them. 1 2 3 4 5
21. I increase my concentration be focus on what the passage about. 1 2 3 4 5
International journal of humanities and social science vol.1 no. 3; march 2011
50
Arti angket 1. Saya mencoba menyingkat huruf pertama kata-kata agar mudah diingat.
2. Saya membuat kata-kata baru berdasarkan huruf pertama kata itu, untuk
membuat kata yang bermakna dan mudah diingat
3. Saya menggarisbawahi kata-kata kunci untuk mengingatkan saya akan konsep
penting dari bagian ini
4. Menulis ulang bacaan menggunkan kata2 sendiri
5. Saya merangkai kata – kata yang berdasarkan kata pertama yang di kumpulkan
menjadi sebuah cerita agar mudah diingat.
6. Biasanya memotong atau menjadikannya menjadi beberapa bagian (digit) agar
mudah diingat contoh 085237729737 menjadi 085 273 729 737
7. Saya mencoba mencari tahu informasi yang saya baca. Misalnya saat melihat
judul cerita seperti MALINGKUNDANG sudah ada gambar tentang cerita itu, oh
yang ada batunya ini.
8. Sebelum membaca, saya biasanya mencari tahu apa hal menarik yang ingin di
baca untuk mendapatkan gambaran tentang informasi umum.
9. Saat membaca timbul pertanyaan (apa,siapa,kapan dan dimna)
10. Setelah membaca saya mencoba menjawab pertanyaan yang ada di kepalaku
dan mencatatnya
11. Ketika membaca pembaca bisanya mengatkan dengan hal yang berhubungan
dengan itu, misalnya “ada sebuah kemacetan di jalanan,” mereka pasti akan
mengaitkan dengan hal lain seperti mahasiswa depan kampus itu sering DEMO
jadi menyebabkan kemcetan,
12. Siswa biasanya menghapal dengan cara membaca dengan suara keras agar
mudah diingat
13. Siswa biasanya menebak akhir cerita tentang film yang di nonton meskipun
filmnya belum pernh ia temui
14. Mengulang kembaliapa yang sudah dibaca dan mengetes diri tentang isi bacaan
15. Ketika membaca siswa sering mengulang-ulang bacaan agar informasih yang
terkandung mudah diinga, dipahami
16. Menulis kembali informasi/kata yang dibaca agar mudah mengulang materi
tersebut di rumah
17. Memilih dan memilah poin tertentu dan menulisnya agar mudah di pahami
18. Siswa biasanya memprediksi bacaan tentang apa yang terjadi ada paragraph
berikutnya
19. Siswa biasanya mengembangkan isi bacaan agar pembaca mudah dalam
latihan/atau pengulangan berikutnya
20. Meringkas bacaan agar mudah dipahami
21. Meningkatkan konsentrasi agar bias focus dengan bacaan
53
CURRICULUM VITAE
Risnawati was born on 06nd
September 1996 in Selayar. She
is the child 6 of 8 child from the marriage between of her
parents, Saleh and Denta.
She began her elementary school in SDN 1 Latokdok and
graduated in 2009. Then, she continued her study in SMPN 1
Pasilambena and graduated in 2012. Her Senior High School
was SMAN 1 Benteng and graduted in 2015. At the same
year, she continued her study at the Muhammadiyah University of Makassar as students
of English Department, Teacher Training and Education Faculty.
At the end of her study, she finished her thesis in 2019 entitle “Students’ Strategy to
Maintain Their Memory in Reading Comprehension”