Running Head: THE EFFECT OF SEQUENCING STRATEGY

The Effect of Sequencing Strategy on Students Reading

Comprehension at MA Hasanah Pekanbaru
Rizky Yolanda
State Islamic University of Sultan Syarif Kasim Riau

THE EFFECT OF SEQUENCING STRATEGY

Abstract
The design of this research was Quasi- Experimental Research. The
population of this research was all of the second year students. The
research was administered at MA Hasanah Pekanbaru. The subject was
the second year students at MA Hasanah Pekanbaru, and the object of this
research was the effect of Sequencing Strategy toward students reading
comprehension. The total number of population was 44 students.
Because the number of population was small, the writer used total
sampling, by taking XI IPA as experiment class and XI IPS as control class.
To analyze the data, the writer adopted independent sample t-test formula
by using software SPSS 16. After analyzing the data, the writer found that
thre is significant effect of Sequencing Strategy toward students reading
comprehension of the second year students at MA Hasanah Pekanbaru,
where T shows 4.629 at significant level 5% it shows 2.02, and at level of
1%, it shows 2.72. Thus, null hypothesis (Ho) is rejected, and alternative
hypothesis (Ha) is accepted which shows 2.02< 4.629> 2.72.

Keywords: Sequencing Strategy, Reading Comprehension

THE EFFECT OF SEQUENCING STRATEGY

The Effect of Sequencing Strategy on Students Reading Comprehension

at MA Hasanah Pekanbaru
Reading is power, but for students to believe that reading is power,
we must put them in position to experience the power of reading. That
means they must do tasks and activities that demonstrate the power of
reading (Duffy, 2009). Reading comprehension involves strategic
processing of language and concepts students must be able to take in
information from written language, organize that information in logical
manner, and construct meaning from that information (Ortiz and Reid,
2006). Reading comprehension is the process by which the person
understands the meaning of written language, Tankersley (2003) stated
that reading comprehension is the process of simultaneously extracting
and constructing meaning through interaction and involvement with
written language. So, in reading activity a reader should be able to
understand what she or he reads without knowing the content of the
reading the material.
Elizabeth (2004) reported that Comprehension is the process of
deriving meaning from connected text. In involves word knowledge
(vocabulary) as well as thinking and reasoning. Based on explanation
above, the writer concludes that comprehension is the process in which
the reader brings his or her prior knowledge to interact with the written
text. Reading comprehension is not easy to do because in reading process

THE EFFECT OF SEQUENCING STRATEGY

the reader not only reads the words, sentences, paragraphs, and texts but
also should comprehend what the content of reading is.
Based on the writers observation on July 2012 in MA Hasanah
Pekanbaru, the students in MA Hasanah Pekanbaru have difficulties in
comprehending reading text. The students ability in reading is still far
from the curriculum expectation. It is seen from some phenomenon, some
of the students have difficulties in finding factual information on report
text, some of the students have difficulties finding the main idea on report
text, some of the students have limited vocabularies which cause
difficulties in understanding report text, some of the students have
difficulties in identifying reference on report text, some of the students
have difficulties in identifying inference on report text.
From the phenomena above, increasing students reading
comprehension needs an appropriate strategy to solve the students
problems. In this case, the writer wants to apply a strategy that will help
the students to increase their ability in reading. The name of that strategy
is Sequencing Strategy. Sequencing strategy is the process of putting
story events in the order in which they occurred. Teacher may recognize
this concept as order of event. This strategy help students begin to
understand how the events in a story are recognized, and the importance
that order has on a text. This strategy is support comprehension of
sequence by ordering segments of text into one coherent piece of writing.
Learners reflect on and thereby identify the processes which they used to
reach the end product.

THE EFFECT OF SEQUENCING STRATEGY

Method
Design
This research is a kind of quasi experimental research type Nonequivalent Control Group Design. This research which is aimed to search
whether there is or there is no difference of treatment which is done to the
experimental subject with random assignment (Cresswell, 2008).
In this research, the writer used two classes to be samples, namely
experimental group and control group. The experimental group is taught
by particular treatment (Sequencing Strategy) to improve their reading
comprehension while control group was only given a pre-test and post-test
without particular treatment as is given to experimental group. These
groups used different strategies, but both experimental and control groups
were tested with the same test. Sukardi (2010) stated the design of this
research can be illustrated as follows:
Table 8
Nonrandomized Control Group Pre test-Post test Design
Group

Pre test

Treatment

Post test

Experiment

Y1

Y2

Control

Y1

Y2

Y1

: Pre-test for experimental group and control group

: Receiving particular treatment

: Without particular treatment

THE EFFECT OF SEQUENCING STRATEGY

Y2

: Post-test for experimental group and control group

After giving particular treatment to the experimental group by using

Sequencing Strategy, the scores between experimental and control groups
will analyzed by statistical analyze. It has aim to know whether there is or
not the effect of sequencing strategy of into reading comprehension after
giving them tests (pre-test and post-test).
Procedures
In order to get some data that is needed to support this research,
the writer will be applied the techniques by the test. The test is used to
determine the students reading comprehension. The type of the test is
multiple choice tests. The test is given to the experimental class and the
control class in order to know the difference of using Sequencing strategy
toward students reading comprehension on report text of the second year
students at MA Hasanah Pekanbaru.
After the students did the test, the writer then took the total score
from the result of the reading comprehension test. The classification of the
students score will be shown below.
Table 9
The Classification of Students Score
Score

Categories

80-100

Very Good

66-79

Good

56-65

Enough

THE EFFECT OF SEQUENCING STRATEGY

40-55

Less

30-39

Fail

Participant
The participant of this research was the second year students of MA
Hasanah Pekanbaru in 2012-2013 academic years. They were containing
44 students and devided into two classes.

Table 1
The Total Participant of the Second Year Students of MA Hasanah
Pekanbaru 2013-2014
N

Class

Total

o
1

XI IPA

22

XI IPS

22

Total

44

Material
Before the tests were given to the sample of this research, both of the tests were tried
out to 22 students of the second year students in the social program. The purpose of the try

THE EFFECT OF SEQUENCING STRATEGY

out was to obtain validity and reliability of the test. Hughes (2003) stated that the test is said
to be valid if it measures accurately what it is intended to measure. It was determined by
finding the difficulty level of each item. According to Arikunto (1997) the formula of item
difficulty is as follows:
The standard level of difficulty used is <0.30 and > 0.70. It means that an item is
accepted if the level of difficulty is between 0,30-0,70 and it is rejected if the level of
difficulty is less than 0,30 ( the item is too difficult) and over than 0,70 (the item is too easy).
The proportion of correct is represented by p, whereas the proportion of incorrect is
represented by q.

Table 2
The Students are Able to Find Factual Information of Report Text
Variabl

Finding Factual Information

e
Item

15

19

25

No.
Correct
P

14
0.636

10
0.45

11
0.5

14
0.636

12
0.545

0.364

4
0.54

0.5

0.364

0.454

22

THE EFFECT OF SEQUENCING STRATEGY

Based on the table, the item numbers of question for finding factual information are 3,
6, 15, 19, and 25. It shows that the proportion of correct answer for finding factual
information of test item number 3 is 0.636, the proportion of correct answer for test item 6 is
0.454, the proportion of correct answer for test item 15 is 0.5, the proportion of correct
answer for test item 19 is 0.636 and the proportion of correct answer for test item 25 is 0.545.
Then based on the standard level of difficulty, all items for finding factual information or p
is >0.30 and <0.70. So, the items of finding factual information are accepted.
Table 4
The Students are Able to Identify Main Idea of Report Text
Variabl
e
Item

Identifying Main Idea of Report Text

1

13

17

21
22

No.
Correct
P
Q

13
0.590
0.409

10
0.454
0.546

13
0.590
0.409

9
0.409
0.590

9
0.409
0.590

Based on the table, the item numbers of question for identifying main idea are 1, 9,
13, 17, and 21. It shows that the proportion of correct answer for identifying main idea of test
item number 1 is 0.907, the proportion of correct answer for test item 9 is 0.454, the
proportion of correct answer for test item 13 is 0.590, the proportion of correct answer for test
item 17 is 0.409 and the proportion of correct answer for test item 21 is 0.409. Then based on
the standard level of difficulty, all items for identifying main idea or p is >0.30 and <0.70.
So, the items of identifying main idea are accepted.
Table 5

THE EFFECT OF SEQUENCING STRATEGY

10

The Students are Able to Locate Meaning of Vocabulary of the

Report Text
Variable

Locating Meaning of Vocabulary of the

Item No.
Correct
P
Q

Report text
8
14
18
12
11
9
0.545
0.5
0.409
0.454
0.5
0.509

22

4
8
0.363
0.636

24
10
0.454
0.546

Based on the table, the item numbers of question for locating meaning of vocabulary
are 4, 8, 14, 18, and 24. It shows that the proportion of correct answer for locating meaning of
vocabulary of test item number 4 is 0.363, the proportion of correct answer for test item 8 is
0.545, the proportion of correct answer for test item 14 is 0.5, the proportion of correct
answer for test item 18 is 0.409 and the proportion of correct answer for test item 24 is 0.454.
Then based on the standard level of difficulty, all items for locating meaning of vocabulary or
p is >0.30 and <0.70. So, the items of locating meaning of vocabulary are accepted.

Table 6
The Students are Able to Identity Reference of Report Text.
Variabl
e
Item

Identifying Reference of the Report Text

2

12

20

22
22

No.
Correct
P
Q

13
0.590
0.409

12
0.545
0.454

13
0.590
0.409

11
0.5
0.5

9
0.409
0.590

THE EFFECT OF SEQUENCING STRATEGY

11

Based on the table above, the item of question about the reference are 2, 7, 12, 20, and
22. It shows that the proportion of correct answer for identifying reference of test item
number 2 is 0.590, the proportion of correct answer for test item 7 is 0.545, the proportion of
correct answer for test item 12 is 0.590, the proportion of correct answer for test item 20 is
0.5 and the proportion of correct answer for test item 22 is 0.409. Then based on the standard
level of difficulty, all items for identifying reference or p is >0.30 and <0.70. So, the items
of identifying reference are accepted.
Table 7
The students are Able to Identify Inference of the Report Text
Variabl
e
Item

Identifying Reference of Report the Text

5

10

11

16

23
22

No.
Correct
P
Q

9
0.409
0.590

9
0.409
0.590

11
0.5
0.5

9
0.409
0.590

12
0.545
0.454

Based on the table, the item numbers of question about inference are 5, 10, 11, 16, and
23. It shows that the proportion of correct answer for identifying inference of test item
number 5is 0.409, the proportion of correct answer for test item 10 is 0.409, the proportion of
correct answer for test item 11 is 0.5, the proportion of correct answer for test item 16 is
0.409 and the proportion of correct answer for test item 23 is 0.545. Then based on the
standard level of difficulty, all items for identifying inference or p is >0.30 and <0.70. So,
the items of identifying inference are accepted.
Reliability is a necessary characteristic of good test. Riduwan (2012) reported that
reliability refers to be extend to which the test is consistent in its score and it gives us an

THE EFFECT OF SEQUENCING STRATEGY

12

indication of how accurate the test scores are. It is clear that reliability is used to measure the
quality of the test scores and the consistency of the test.
Calculation of reliability uses various kinds of formula. They are Spearman-Brown
formula, Flanagan formula, Rulon formula, Hoyt formula, Alfa formula, Kuder Richadson 20
formula and Kuder Richadson 21 formula (Riduwan, 2010). From all of these formulas, the
writer then used the Hoyt Formula to calculate the reliability of the test. The formula is as
follows:

r 11

( VsVr )

r 11

: Instrument reliability

Vs

: Variance of remains

Vr

: Variance of Respondents

Calculation of reliability used the Hoyt Formula to calculate the reliability of the test.
The formula is as follows:

r 11

( VsVr )

Based on the data the writer got:

V s : 0.22
Vr
r 11

: 0.76
1

=
=

( VsVr )

( 0.22
0.76 )

= 0.716

THE EFFECT OF SEQUENCING STRATEGY

13

After analyzing the reliability whether the test is reliable or not, the

value of

r 11

must be compared with r product moment. The value of

is must be higher than r table. From the calculation above the value

r 11

of

r 11

is 0.716. Then the significant the r table at 5% grade of

significance is 0.404. While r table at 1% grade of significance is 0.515.

So, it can be conclude that 0.515<0.716>0.404. On the other word, the

instrument is reliable because the value of

r 11

is higher than r table.

In order to find out whether there is significant difference of using Sequencing

strategy toward students comprehension in reading, the data should be analyzed by statistical
method. The technique of data analysis in this research used T-test and has been analyzed by
software of SPSS 16. The T-table is employed to see whether or not there is significant
difference between the mean score in both experimental and control groups. The obtained
N
value is consulted with the value of T-table at the freedom (df) = ( 1

N2

)2

Statistical hypothesis:
Ho
to
=
< t table
Ha

to

> t table

Criteria of hypothesis:
Ho
t
1.
is accepted if o < t table or it can be said that there is no significant difference of
using Sequencing Strategy toward students reading comprehension on report text.
Ha
t
2.
is accepted if o > t table or there is difference of using Sequencing Strategy
toward students reading comprehension on report text.

THE EFFECT OF SEQUENCING STRATEGY

14

Result
To determine the students reading comprehension who are
taught by using Sequencing Strategy and the students who are not
taught by using Sequencing Strategy, the writer took the data from the
result of post-test from both classes. The data were obtained by using
SPSS 16. The data of mean, median and standard deviation from the
post-test of experimental class and control class can be seen from the
following table:
Table 10
Mean, Median, and Standard Deviation of Post-test in experimental
and Control Class
Mea

Standard
Median

Post-test of Experimental
Class

n
78.3

Deviation
80.00

8.786

70.00

10.665

6
64.7

Post-test of Control Class

3

Then, the mean of post-test from experimental and control class are
classified in order to determine the category of the students reading
comprehension. The mean of post-test of experimental class is 78.36. It
means the students reading comprehension that is taught by using
Sequencing Strategy is categorized into Good level. While for the Mean
of post-test of control class is 64.73. It means that the students reading

THE EFFECT OF SEQUENCING STRATEGY

15

comprehension that is not taught by using Sequencing Strategy is

categorized into Enough level.
In this part, the writer shows the pre-test, post-test and the gain of
experimental class and also the control class. The data were taken from
22 respondents of experimental class and 22 respondents of control class.
The data can be seen from the following table:
Table 11
Students Reading Comprehension Score
Experimental Class
No

Students

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

Pre-Test

Post-Test

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21

76
68
56
64
56
52
56
60
56
52
44
52
64
64
60
56
60
52
60
64
68

92
84
76
76
88
80
60
84
84
56
76
76
88
76
84
88
72
68
76
80
80

Student 22

72

80

Total

=1312

=
1716

Control Class
Gain

Gain

Pre-Test

Post-Test

16
16
20
12
32
28
4
24
28
4
32
24
24
12
24
32
12
8
16
16
12

56
60
72
60
56
60
60
60
68
64
60
64
60
68
44
60
56
60
56
56
60

60
56
56
72
72
52
48
68
72
72
72
80
76
76
80
56
48
52
72
72
56

4
-4
-16
12
16
8
-12
-12
4
4
4
16
16
8
36
-4
8
-8
16
16
-4

56

56

-4

=
404

1328

1496

104

From the table above, the calculation of total score of experimental

class in pre-test is 1312 and the total score of experimental class in post-

THE EFFECT OF SEQUENCING STRATEGY

16

test is 1716. The gain of experimental class is 404. While the calculation
of total score of control class in pre-test is 1328 and the total score of
control class in post-test is 1496. The gain of control class is 104.
To determine the data analysis of differences of the students
reading comprehension in report text between the students that are not
taught and those who are taught by using Sequencing Strategy, the writer
then used t-test by using SPSS 16. The data of t-test can be seen from the
table as follows:
Table 12
The Result of t-test
Group Statistics
contr
ol
experiment

Std. Error
Mean Std. Deviation
Mean

22 78.36

8.786

1.873

22 64.73

10.665

2.274

The output of group statistics shows that the mean of the post-test
of the experimental class is 78.36 and the mean of the post-test of the
control class is 64.73 and N (number of the case) is 22 for experimental
class and 22 for control class. The standard deviation for experimental
class is 8.786 and the standard deviation for control class is 10.665.
Standard error mean of experimental class is 1873 and standard error
mean of the control class is 2274.

THE EFFECT OF SEQUENCING STRATEGY

17

Table 13
Independent Sample Test

Levene's
Test for
Equality of
Variances

Sig.

T-test for Equality of Means

df

95%
Confidence
Mea Std.
Sig.
n Error Interval of the
Difference
(2- Diffe Diffe
taile renc renc Lowe
d)
e
e
r
Upper

exp
Equal
4.92
4.62
13.6 2.94 7.69
eri variances
.032
42 .000
7
9
36
6
1
men assumed
t
Equal
variances
4.62 40.
13.6 2.94 7.68
.000
not
9 516
36
6
5
assumed

19.581

19.588

From the table 13 above, the output of independent sample test shows that the t-test
result is 4.629, its df is 42, significant is 0.000, mean difference is 13.363, standard error is
2.946, the lower different interval is 7.691 and the upper different interval is 19.581.
There are two ways that can be done in interpreting to. They are as follows:
1. By comparing to (t-obtained) to t table. From df=42, it is found that the level of
significance of 5% is 2.02 and the level of significant 1% is 2.72. it can be seen than

2.02<4.629> 2.72. It means that null hypothesis (

while the alternative hypothesis (

Ha

Ho

) is accepted.

) is rejected,

THE EFFECT OF SEQUENCING STRATEGY

18

2. By orienting the number of significance. If probably is >0.05, null

hypothesis (

Ho

) is accepted. If probably is <0.05, alternative

hypothesis (

Ha

) is accepted.

Discussions
Students Reading Comprehension in Control Class
There were 25 items of reading comprehension test given to the
respondents in this research. From pre-test of control class, the highest
score was 72 and the lowest score was 44. Then for the post-test of the control
class, there were also 25 items of reading comprehension. From the post-test, the highest
score of control group was 80 and the lowest score was 48.
The writer also classifies the post-test result of control class of the respondents of the
second year at MA Hasanah Pekanbaru, to know the category of the students reading
comprehension score. The classification of control group reading comprehension can be seen
from the following table:
Table 14
The Classification of Control Groups Reading Comprehension Score
of the Second Year Students at MA Hasanah Pekanbaru
No
1

Categories
Very Good

Score
80-100

Frequency

Percentag

e
9.09%

THE EFFECT OF SEQUENCING STRATEGY

2
3
4
5

Good
Enough
Less
Fail
Total

66-79
56-65
40-55
30-39

19

10
6
4
22

45.45%
27.27%
18.18%
100%

Based on the table 8, it can be seen that there are 5 categories for students reading
comprehension of control class. The frequency of Very Good category is 2 students (9.09%),
the frequency of Good category is 10 students (45.45%), the frequency of Enough category is
6 students (27.27%), the frequency of Less category is 4 students (18.18%), and there is no
students who is categorized into fail category. The table shows that the highest percentage of
students classification of reading comprehension is 45.45%. Thus, the majority of the
students in control class are classified as Good.
Students Reading Comprehension in Experiment Class
There were 25 items of reading comprehension test given to the respondents in this
research. From pre-test of experimental class, the highest score was 76 and the lowest score
was 44. Then for the post-test of the experimental group, there were also 25 items of reading
comprehension. From the post-test, the highest score of experimental group was 92 and the
lowest score was 56.
The writer then also classifies the post-test result of experimental class of the
respondents of the second year at MA Hasanah Pekanbaru to know the category of the
students reading comprehension score. The classification of experimental group reading
comprehension can be seen from the following table:
Table 15
The Classification of Experimental Groups Reading Comprehension
Score of the Second Year Students at MA Hasanah Pekanbaru

THE EFFECT OF SEQUENCING STRATEGY

No
1
2
3
4
5

Categories

Score

Very Good
Good
Enough
Less
Fail
Total

80-100
66-79
56-65
40-55
30-39

20

Frequency

Percentag

12
8
2
22

e
54.54%
36.36%
9.09%
100%

Based on the table 9, it can be seen that there are 5 categories for students reading
comprehension of control class. The frequency of Very Good category is 12 students
(54.54%), the frequency of Good category is 8 students (36.36%), the frequency of Enough
category is 2 students (9.09%), and there is no students who is categorized into less and fail
category. The table shows that the highest percentage of students classification of reading
comprehension is 54.54%. Thus, the majority of the students in control class are classified as
Very Good.

Conclusion
Based on the score of t-obtained and gathered from SPSS 16, it shows that

higher than t-table. The finding of

to

to

is

is 4.629 while the level of significant of 5% is 2.02

and the level of significant of 1% is 2.72. It can be read that 2.02< 4.629> 2.72. Thus, the

writer can conclude that

Ha

is accepted and

Ho

is rejected. In the other word, there is

significant difference of using Sequencing Strategy toward the Reading Comprehension of

the Second year Students at MA Hasanah Pekanbaru. Degree of significant 1% and
5%. The degree significant 1% is 2.72 and the degree of significant 5% is
2.02. So, it can be analyzed that 2.02 >1.8022< 2.72. On the other hand
Ft < Fo.

THE EFFECT OF SEQUENCING STRATEGY

21

There are two conclusions of this research based on the objectives of the research:
1. The first is to find out students reading comprehension that is taught by using Sequencing
Strategy. After conducting the research, the students reading comprehension is taught by
using Sequencing Strategy of the second year students at MA Hasanah Pekanbaru and to
find out students reading comprehension that is not taught by using Sequencing Strategy.
After Conducting the research, the students reading comprehension that is not taught by
using Sequencing Strategy of the second year students of MA Hasanah Pekanbaru is
categorized as Enough level (64.73)
2. The last conclusion is to investigate whether any significant difference or not of the
students reading comprehension that is not taught and that is taught by using Sequencing
Strategy of the second year students at MA Hasanah Pekanbaru. After conducting the
research, the writer found that there is significant effect of the students reading
comprehension that is not taught and that is taught by using Sequencing Strategy of the
second year students at MA Hasanah Pekanbaru.

THE EFFECT OF SEQUENCING STRATEGY

22

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