Hipotesis,Tahun ke 5, No 1, Januari-April 2013

Background To develop the ability of students to read and understand the passage of their textbook is important for the students in learning English. In reading comprehension there are several activities to be done by the students in order to show their understanding of the passage. One of the ways to show the comprehension skill is to decode information by paraphrasing, that is, to rewrite a passage using own words. Smith and Johnson (1980:142) state that no idea is truly our own until we put it into our personal language. To be able to repeat an author's exact words it needs manifestation of a good memory. Similarly, being able to identify and read a topic sentence of a paragraph or passage is not a guarantee of understanding of what we have just read. The best manifestation of true understanding of the content of text is the ability to express the core of the meaning by using student's personal vocabulary. So, when we want to condense the meaning of text we may use paraphrase, without quoting every word of them, and thereby it can be improve our level of understanding. Therefore students must learn to paraphrase the central thoughts or main ideas in a passage. As Gere (1988:348) describes the uses of

paraphrase as follows: when we read longer selection, we may find that annotations or notes are not enough to help us remember all the important points of what we read. We may find it helpful to paraphrase or write all the main points of a selection in our own words. The process of paraphrasing can help us assimilate new ideas because conscious of special vocabulary, of how an argument is made, of the development of ideas within a piece of writing. By asking the students to paraphrase their reading passage, the students will be able to write and comprehend the content of the text, what evidence or explanation is given. Paraphrasing is also a useful way to be certain students understand difficult or complicated material. If the students were able to express the author's ideas in their own word, they can be certain that they understand it completely. In other word when the students are able to paraphrase the reading passage currently, it means that they have already known the content and the main idea of it. By paraphrasing the students also can advantage their reading and writing skills. Nevertheless, the students still meet with difficulties to write their ideas/thoughts in English of what they have just already read, although they have
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answered the questions of the passage. Admittedly, paraphrase or writing summarize with their own language is a difficult task than the other exercise for the students. From the case above, the writer is interested to research to what extent the ability of the students to paraphrase the reading passage Problem Statement With regard to the background described above the writer formulates research questions as follows: 1.To what extent is the ability of the first year students of AMI Veteran RI Makassar to paraphrase the reading passages? 2.What factors affect the difficulties in writing paraphrase encountered by the students? Objective of the Research The objectives of the research are: 1.To find out the ability of the third year students of AMI Veteran RI Makassar to paraphrase the reading passages. 2.To find out the factors affecting the difficulties of the students in writing paraphrase. Significance of the Research The findings of this research are expected to become contribution to the development of reading comprehension and writing skill of students. By paraphrasing practice, the students understand more the content of passage. So with this practice, students can train two language skills' simultaneously. Hopefully, the findings will give new insight to the teaching of reading comprehension. Scope of the Research The scope of the research is restricted to the The calculation above proves that the mean score of students in writing of paraphrase the reading passage is 54.64. Based on the standard of qualification and range score for paraphrase previously, the mean score of the students go down into poor. It means that the third year of the students of AMI Veteran RI Makassar has low ability to paraphrase reading passages. The rate percentage of the students' ability to paraphrase the reading passages in each criterion is as follow. Shows that 40 students (95.23 %) stated But in this condition we can see that almost all of the respondents got all main ideas completely, it means that in founding the main ideas of the passages they can be classified as good. Thus they are capable to understand the content of the passages. That students' paraphrase response supporting the

ability of the first years students of AMI Veteran RI Makassar to paraphrase the reading passages, what factor affect the difficulties in writing paraphrase encountered by the students. This research gives emphasis on the passage of the first grade students' textbook because it is the most frequently used instructional tool the teacher uses. RESULT AND DISCUSSION Results It was previously stated that to find out the ability of the students to paraphrase the reading passages, the writer used a test to observed five aspects. Then to make it clearer the result of each item was tabulated and analyzed into percentage and followed by interpretation, while the data gathered from the questionnaire was tabulated and analyzed into percentage and followed by interpretation. To determine the rank of the students' score entirely of the ability of the students to paraphrase the reading passage, their score interpreted the result of the test which classified into five levels based on standard of qualification shown previously. Shows that none of the students got excellent score, and very good score, five students (11.90 %) got good score, two out of forty two students (4.76 %) got fairly good score, twelve of them (28.58 %) got fair score, twenty two students (52.38 %) got poor score, and one of them (2.38%) got very poor score. In view of the preceding classification, the students are considered to have difficulties in writing paraphrase. The table above shows students' score drop into poor qualification. To invent the mean score of the students, the writer utilized the following calculation:

idea may be classified as good in supporting idea to paraphrase the reading passage. It shows both the main idea and supporting idea, are related. Thus they can make coherent between the both. It seem that half of the respondents (47.62 %) can make coherent between the main idea and the supporting idea, and the rest 22 students (52.38 %) still found difficult to make them related. That around 40.48 % students on writing paraphrase stated all information as the original while 25 students (59.52%) still misrepresenting the
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information as the original. In this matter in writing paraphrase students found troublesome which one the important information must be expressed in their work and which are not, which information related on the main idea and which are not may be stated in their writing paraphrase. Tt shows that 17 of 42 students (40.48 %) built own sentence structure to express the original ideas of the passages. And 25 of 42 students (59.52 %) just using the original structure, the students are considered to have problems in building sentence. They do not consider whether a passive verb might be made into an active one. Even though they used the original sentence structure, they could only understand the passage slightly. Shows that 17 students (40.48 %) used own word in writing paraphrase and 25 students or 59.52 % did not use own word to paraphrase. They did not use synonym to express the meaning explained in the original passage. It means that the students in writing paraphrase using own word still found troublesome caused by the lack of vocabulary.

To make of clear the factors affecting the students in writing paraphrase, the writer tabulated the data gathered through the questionnaire as follows: That the students are more dominant interested in speaking than the other language skills. It seem that reading and writing skill are less interested for the students, it may be one of the factor can caused students' difficult in making paraphrase. According to the table above, this item shows that students realize that English is very important to learn. Even though 2 students (4.76 %) gave opinion that English not really important to learn, but in this condition we can conclude that they are very enthusiastic in English. That reading materials presented by the teacher were difficult for 64.29 % of students. It is possible the cause of being less interested in the reading materials. Fifteen students (35.1 %) reflected that reading materials presented were easy for them. As proved in the table 10 we can conclude that in making paraphrase, students found it difficult. It seems that only 8 of 42 students (19.4%) student said it was easy to make paraphrase, and the rest judged that it was difficult to make paraphrase.

Table 11. Students' Frequency in Writing Paraphrase (item 5) Classification F Percentage Always Often Seldom Never Total 3 5 30 4 42 7.15 % 11.90 % 71.43 % 9.52 % 100 %

This table shows that only 3 of 42 students (7.15 %) students were always making paraphrase and 30 students (71.43 %) were seldom in making paraphrase. It is possibility the cause of incapability of

the students in making paraphrase. And four students (9.52 %) never making paraphrase. In fact they were uninterested to practice writing especially making paraphrase.

Table 12. The frequency of receiving paraphrasing assignment (item 6)

Classification Always Often Seldom Never Total

F 2 8 28 4 42

Percentage 4.76 % 19.04 % 66.67 % 9.52 % 100 %

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This table shows that only 2 students (4.77 %) said that they were always assigned to make paraphrase, 8 out of 42 students (19.4%) said that they were often received paraphrasing assignment, 28 students (66.67 %) said they were seldom assigned to

make paraphrase, and 4 students said never. It means that teacher seldom assigned to make paraphrase reading passages. It is one of the factors affecting difficulties in paraphrasing because they didn't get many chances to practice paraphrasing.

Table 13. The times of making paraphrase (item 7)

Classification If waiting to take a test After studying English If assigned by the teacher Never made it Total

Percentage 0%

3 37 2 42

7.14 % 88.10 % 4.76 % 100 %

Item 7 concludes that none of the students made paraphrase if wanting to take a test, 3 students (7.14 %) made paraphrase every time finishing learning English and thirty seven students or around 88.10 % student wrote paraphrase when their teacher asked

them. Two students (4.76%) never made paraphrase. In this case they were interested to write paraphrase if there was something or someone asked them to make paraphrase.

Table 14. Kinds of Difficult in Making Paraphrase (item 8)

Classification Passages understanding Vocabulary Building sentence Total

F 11 17 14 42

Percentage 26.20 % 40.47 % 33.33 % 100 %

This table indicates that 11 students (26.20 %), encountered difficulties caused by not understanding the passage, 17 students (40.47 %) were lack

vocabulary, and 14 students (33.33 %) were lack in sentence building. They were the factor affecting the difficulties in students' writing paraphrase

Table 15. Students' efforts in Making Paraphrase (item 9)

Classification Using own word Using the original word Combination of both Total

F 3 16 23 42

Percentage 7.15 % 38.09 % 54.76 % 100 %

This table describes that only 3 students (7.15 %) used own word, and 16 students (38.09 %) used the original

word. The rest 23 of 42 students (54.76 %) combined the original and their own words.

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Table 16. Students' Opinion about the Use of Paraphrase (item 10)

Classification Very useful Useful Less useful Not useful Total

F 9 31 1 1 42

Percentage 21.42 % 73.80 % 2.39 % 2.39 % 100 %

With reference to the table above, we can conclude 31 respondents or around 73.80 % argued that paraphrase was useful, and 9 students or 21.42% think that paraphrase was very useful. Only 2 students

minded that it was less and not useful to paraphrase the reading passage. It means that almost all the respondents agreed that paraphrase was useful in comprehending the reading passage.

Table 17. Students' Interest toward Making Paraphrase (item 11)

Classification Very interested Interested Less interested Uninterested Total

F 1 19 19 3 42

Percentage 2.39 % 45.23 % 45.23 % 7.15 % 100 %

By considering the table above, it shows that the students interested and less interested in making paraphrase assigned by the teacher were comparable.

It means that 19 students around 45.23 % were interested in writing paraphrase also 19 students or 45.23 % were interested.

Table 18. Students' Attitude toward Making Paraphrase (item 12)

Classification Doing it alone Working together Asking friends Doing nothing Total

F 22 12 7 1 42

Percentage 52.38 % 28.57 % 16.67 % 2.38 % 100 %

Table above describes that the attitude of the students toward the making of paraphrase assigned by the teacher can be classified as good. It seem that 22 students (52.38 %) or more than half of respondents

had self-confidence to make paraphrase, and 12 out of 42 students or around 28.57% respondents worked together with friends.

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Table 19. Students' Activity in Reading Passage (item 13)

Classification Rereading Using dictionary Doing nothing Doing it in groups Total

F 18 17 4 3 42

Percentage 42.86 % 40.48 % 9.52 % 7.14 % 100 %

Item 13 describes students' activity in understanding reading passage. It concludes that the attitude of the students toward reading passage was good. It appears that after finishing reading a passage but they did not find the main idea of the passage, they

kept trying to find it. It shows that 18 students (42.86 %) reread the passage to get the main idea of it, and 17 students or 40.48 % looked up to the dictionary to find out the unfamiliar word. Nevertheless 4 students (9.52 %)did nothing, and the rest 7.14 % respondents did it

Table 20. Students' Opinion about Relation between Reading and Writing (item 14)

Classification Close related Related Unclose related Unrelated Total

F 19 21 2 42

Percentage 45.24 % 50 % 4.76 % 100 %

With regard to the table above it shows that 40 students (95.24 %) formed an opinion that reading has related to writing, and the rest 2 students (4.76%) thought that they were no relation between them. Thus most have realized that reading and writing are connected. Concerning with the item 15 asking about the usefulness of paraphrasing for the students, we can describe that almost all the respondents have the same opinions. They realized that paraphrase can practice writing in English. Also by paraphrasing what they have read the students can improve their knowledge of reading passage. They also believe that paraphrase can help them building sentences and enlarge vocabulary. In short it is to say that paraphrase writing practice can help students to develop their writing and reading abilities. A.Discussion The discussion of the data analysis accumulated from the test and the questionnaire are divided into two parts. The first section is the discussion of the data analysis obtained through the paraphrase test which intends to describe the ability of the students to

paraphrase the reading passage. The second one is the discussion the factors affecting the students difficulties in paraphrasing. 1.The ability of the students to paraphrase the reading passage. By observing the data in table 1 obtained through the test in paraphrasing the reading passage, we identify that most of the students got poor score approximately 22 students (52.38 %), twelve students (28.58 %) got fair score, two students (4.76 %) got fairly good score five students (11.90%) fell into good score, none of the students got very good score and excellent score, and only one student (2.38 %) got very poor score. By looking at the data there are ten students fall into fair qualification, it means that some students are able to write paraphrase although their work are not as good as people paraphrase. Based on the percentage and mean analysis, we can deduce that the third year students of AMI Veteran RI Makassar have poor ability to paraphrase the reading passage that control main idea, supporting idea, order of information, structure, and students' own word. 2.Factors affecting the students difficulties in
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paraphrasing The result of the data gained from the questionnaire shows that most of the students have good perception in paraphrasing. In other words they realize that paraphrase writing is useful. Furthermore the data also show that they are interested in paraphrasing assigned by the teacher, even if they admit paraphrasing is a complex task. After seeing the data, it shows that students' attitude toward the writing paraphrase are comparable, students saying interested and less interested, are equal. However, they still like to practice writing paraphrase. Hence of the teacher's frequency to assign students to paraphrase is less, the students are also not accustomed of doing reading comprehension. Students make paraphrase if a teacher assigns it. In this case the students do not get motivation from the teacher. The students also realize that writing paraphrase is very useful to improve their vocabulary and their knowledge of sentence building, apart from reading comprehension and writing ability. Considering the gathered data, the lack of assignment given by the teacher is one of the factors affecting difficulties the students encountered. The other factor as describe in previous section are the lack of the students' vocabulary, poor ability in building sentences, made no coherence between main ideas and supporting idea, and difficulties in comprehending passages. In brief, the result of the students' paraphrase is not so good as we expect because of the factors mentioned above. Conclusion Based on the discussion and the result of data analysis above the writer presents the conclusion as follows: 1.The third year students of AMI Veteran RI Makassar in paraphrasing reading passages had poor ability. However the students realized that through paraphrasing they can improve their vocabulary, developing their reading and writing ability. 2.The students are interested in paraphrasing if the teacher asks them. Hence they realize that writing paraphrase is useful, it benefits the students to read with great exactness eventhough they admit passage paraphrasing is heavy to do. 3.The frequency of paraphrasing assignments given by the teacher is low. In other words the teacher seldom assigned students to paraphrase a passages and indirectly the students also wrote paraphrase infrequently. 4.The largest trouble some the students met in paraphrasing a reading passage is in using their own

word to restructure sentences. 5.Factors affecting the students' difficulties in paraphrasing are the lack of vocabulary, the lack of sentence building, and students' infrequency in writing paraphrase. A.Suggestions Realizing that the students have poor ability to paraphrase the reading passage, the writer considers to give a piece of suggestions in order they can improve their ability in paraphrasing. 1.Since the students depend on the teacher, he should give more paraphrase assignment, so the students not only able to state the main ideas to comprehend the reading material but also restate the content of passage through paraphrase. 2.The students should be encouraged to develop their vocabulary on their own, and their structural knowledge without waiting for the teacher instruction, so that later on they can use their own word to paraphrase passages correctly. 3.The teacher should give more guidance to the students in order that the students can learn English structure well to paraphrase passages. 4.Reading is window of knowledge, and writing is application of the reading activity, so that the students should be encouraged to read and practice writing what they have read in piece of writing.

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