132 TEACHING READING COMPREHENSION IN RECOUNT TEXT BY USING ZOOMING IN AND ZOOMING OUT (ZIZO) STRATEGY GRADE STUDENTS OF There are two purposes of this study significant difference on the eighth grade students’ recount reading between those who are taught by using Zooming In and Zooming Out who are not at SMP Sriguna significant improvement on the eighth grade students’ recount reading before and after the treatment. This study non-equivalent group design students of SMP Sriguna Palembang. The sample of the study was convenience sampling method. class and VIII.7 as experimental class. Both of class study used independent hypotheses, the score data analyzed by using independent sample t significance is (0.001), df data between pretest and paired sample t-test. In paired t (9.171) and t-table (2.042) eighth grade students’ recount reading those who are not. Then, there was a significant improvement students’ recount reading before and after the treatment than 0.05 and t-value was higher than t Keywords: ZIZO Strategy, Recount Text, Introduction Teaching is one of the activit higher education. Teaching is an activity that can transfer the information teacher to the students. It is in line with teaching is “transmissions” of knowledge from teacher to students TEACHING READING COMPREHENSION IN RECOUNT TEXT BY USING AND ZOOMING OUT (ZIZO) STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP SRIGUNA PALEMBANG Ekha Yusthi UIN Raden Fatah Palembang email.eyusthi@gmail.com Abstract purposes of this study. First, to find out whether or not significant difference on the eighth grade students’ recount reading between those taught by using Zooming In and Zooming Out (ZIZO) strategy who are not at SMP Sriguna Palembang. Second, to find out whether or not there is a significant improvement on the eighth grade students’ recount reading before and his study used quasi-experimental design that is pretest equivalent group design. The population of the study was all of the eighth grade students of SMP Sriguna Palembang. The sample of the study was selected thod. The samples of this study were class VIII.6 as control as experimental class. Both of classes consist of 70 students. sample t-test and paired sample t-test. To veri data between posttest in experimental and control groups were independent sample t-test. In independent t-test, level of df (68), t-value (3.390) and t-table (2.000). Then, posttest in experimental groups were analyzed by using . In paired t-test, level of significance is (0.000), df (34 ). It means that there was a significant difference on the ’ recount reading who were taught by using ZIZO strateg those who are not. Then, there was a significant improvement on the eighth grade ’ recount reading before and after the treatment since the p-output was lower value was higher than t-table. , Recount Text, Reading Comprehension. Teaching is one of the activities in education from elementary school until higher education. Teaching is an activity that can transfer the information . It is in line with Harmer (2007, p.107) who states that teaching is “transmissions” of knowledge from teacher to students. Many kind of TEACHING READING COMPREHENSION IN RECOUNT TEXT BY USING TO THE EIGHTH to find out whether or not there is a significant difference on the eighth grade students’ recount reading between those strategy and those to find out whether or not there is a significant improvement on the eighth grade students’ recount reading before and pretest-posttest The population of the study was all of the eighth grade selected by using 6 as control consist of 70 students. This To verify the and control groups were test, level of . Then, the score rimental groups were analyzed by using 34), t-value that there was a significant difference on the were taught by using ZIZO strategy and eighth grade output was lower in education from elementary school until higher education. Teaching is an activity that can transfer the information from the who states that Many kind of mailto:eyusthi@gmail.com subject in education can be subject. Nowadays, English is Therefore, English subject higher education, so the students are easy to understand and interact in aspects by using English. Based on the syllabus (KTSP 2006) of English subject for junior high school there are four main skills that must be learned by the students. There are listening, speaking, reading and writing. very important aspect in our life. Zare and Othman (2013, p. reader takes part in a conversation with the author through the text comprehension is needed. If the students just read without comprehend, they can not get information from it. However, many student by some factors. One of them is they text because they do not understand Epp, Harrison and Prentice (2004, p. 39), allow them to comprehend what they are readin understand the meaning of ideas and the words that describe those ideas. There are many kinds of the of English subject of junior high schools that must be learned by the students. One of them is recount text. interviewed one of the English teachers at SMP Sriguna Palembang, she found the students’ reading comprehension in Recount text was low. So, the writer chose th recount text in conducting her study. learned by the student. It containe Mukarto, Sujatmiko, Murwani, a means to inform by retelling past events be taught to get much knowledge. One of them is Nowadays, English is international language that is used in various aspects. English subject is taught to the students from elementary school until higher education, so the students are easy to understand and interact in the syllabus (KTSP 2006) of English subject for junior high school here are four main skills that must be learned by the students. There are listening, speaking, reading and writing. Reading is one of the skills that very important aspect in our life. Much information can be obtained from reading. , p. 188) state that reading is a cognitive activity in which the reader takes part in a conversation with the author through the text. . If the students just read without comprehend, they can not students cannot comprehend what they have read. It is caused . One of them is they had difficulty to get factual information in the text because they do not understand the meaning words in reading text Epp, Harrison and Prentice (2004, p. 39), students need to understand the words that allow them to comprehend what they are reading. It is important for them to understand the meaning of ideas and the words that describe those ideas. There are many kinds of the text to be read by the students. Based o of junior high schools for the eighth grade, there are that must be learned by the students. One of them is recount text. After the writer interviewed one of the English teachers at SMP Sriguna Palembang, she found the students’ reading comprehension in Recount text was low. So, the writer chose th recount text in conducting her study. Recount text is a text that is important to be containes events, stories or facts happened in the , Sujatmiko, Murwani, and Kiswara (2007, p. 174) define that recount text to inform by retelling past events. It presents the events chronologically 133 knowledge. One of them is English international language that is used in various aspects. taught to the students from elementary school until higher education, so the students are easy to understand and interact in various the syllabus (KTSP 2006) of English subject for junior high school, here are four main skills that must be learned by the students. There are listening, very important. It is Much information can be obtained from reading. 188) state that reading is a cognitive activity in which the In reading, . If the students just read without comprehend, they can not . It is caused difficulty to get factual information in the the meaning words in reading text. Based on students need to understand the words that g. It is important for them to to be read by the students. Based on syllabus some texts After the writer interviewed one of the English teachers at SMP Sriguna Palembang, she found the students’ reading comprehension in Recount text was low. So, the writer chose the Recount text is a text that is important to be the past time. ecount text as t presents the events chronologically. 134 In the writer's preliminary study, it was found that some students' problems in learning reading after she interview Palembang. He said that th text. One of them is recount text. It was caused they did not understand the meaning of the word and they still confused about generic structure from that when he asked about conclusion from the text, they could not answer. she interviewed some students of problem which they had difficulty to understand the meaning of the words that contained in reading texts. It makes them had difficulty to comprehend the text. Considering these problems, in teaching reading, a the students to improve their reading comprehension. apply an alternative strategy in Zooming Out (ZIZO) strategy in teaching reading comprehension According to Doty, Cameron and Barton instructional framework that can help students analyze a con helps students to examine concept more closely by ranking im about the concept and listing what the concept would not be expected to do or tell us. Second, it introduces students to similar and related concept statement. Concept here means that what the topics will be t teacher to the students (Ningsih, 2012, p. 2). Furthermore, Doty, et. al. when examining new terminalogy, people, places, and events. So, this strategy can used for recount text. Because recount text is retell past event. appropriate for the eighth grade students. It is in line with states that ZIZO strategy is a strategy for teaching content learning with concept development in grades 4 descriptions, the writer is n the writer's preliminary study, it was found that some students' problems in learning reading after she interviewed one of the English teachers of SMP he students had difficulty to get the information from the text. One of them is recount text. It was caused they did not understand the meaning they still confused about generic structure from the text. The asked about conclusion from the text, they could not answer. some students of SMP Sriguna Palembang. She found the same problem which they had difficulty to understand the meaning of the words that texts. It makes them had difficulty to comprehend the text. Considering these problems, in teaching reading, a strategy can be used to improve their reading comprehension. Therefore, it is important to alternative strategy in teaching reading. In this case, Zooming In and Zooming Out (ZIZO) strategy in teaching reading comprehension can be used Cameron and Barton (2003, p. 103), ZIZO strategy is instructional framework that can help students analyze a concept in two ways. helps students to examine concept more closely by ranking important information about the concept and listing what the concept would not be expected to do or tell us. Second, it introduces students to similar and related concept and provides a summary statement. Concept here means that what the topics will be taught in the text by the the students (Ningsih, 2012, p. 2). Furthermore, Doty, et. al. (2003, p. 103) state that this strategy is very effective new terminalogy, people, places, and events. So, this strategy can Because recount text is retell past event. This strategy is appropriate for the eighth grade students. It is in line with Bromley (2002, p. 42) O strategy is a strategy for teaching content-area that blends word learning with concept development in grades 4-8. In accordance with the above is interested in applying ZIZO strategy for the eighth grade n the writer's preliminary study, it was found that some students' problems in SMP Sriguna get the information from the text. One of them is recount text. It was caused they did not understand the meaning Then he said asked about conclusion from the text, they could not answer. After that, . She found the same problem which they had difficulty to understand the meaning of the words that texts. It makes them had difficulty to comprehend the text. can be used to help it is important to In this case, Zooming In and can be used. strategy is an cept in two ways. First, it ortant information about the concept and listing what the concept would not be expected to do or tell us. and provides a summary in the text by the this strategy is very effective new terminalogy, people, places, and events. So, this strategy can be This strategy is 2002, p. 42) who area that blends word In accordance with the above ZIZO strategy for the eighth grade students of SMP Sriguna Palembang in teaching reading comprehension of recount text. Concept of Teaching According to Moore (2005, p. 4), teaching trying to assist reach their fullest potential in all aspects of development. (2007, p. 8) argues that teaching is showing or helping someone to learn how to do something, giving interaction, guiding in the study of something, providing with knowledge, causing to know or understand knowledge from teacher to students explanations, it can be concluded that teaching is an action from teachers in helping the students in learning process to transfer their knowledge to the students. Concept of Reading Reading is a set of skills that involves making sense and deriving meaning from the printed word (Linse, 2005, p. 69) 170) argue that it becomes an envolving interaction between the text and the background knowledge of the reader. From the statements, it means reading is an activity to making sense that involving interaction between background knowledge of reader and the printed word. A َعلََّم . الَِّذي َعلََّم بِاْلقَلَمِ . اْقَرْأ َوَربَُّك األْكَرمُ .اإلْنَساَن َما لَْم یَْعلَمْ Meaning: “Read the name of God that creating. Creating humans are from clod-blood. Read, God is honor that had pr preached human to read some lesson that they don’t know yet”. (Al Alaq, verse 1-5) Based on the verse above, it could be seen the message from Allah SWT is an obligation to read. Allah SWT orders us to read, so that we can get much knowledg Palembang in teaching reading comprehension of recount Moore (2005, p. 4), teaching is the actions of someone who is trying to assist reach their fullest potential in all aspects of development. gues that teaching is showing or helping someone to learn how to do something, giving interaction, guiding in the study of something, providing with knowledge, causing to know or understand. Teaching is “transmissions” of knowledge from teacher to students (Harmer, 2007, p.107). From the previous explanations, it can be concluded that teaching is an action from teachers in helping the students in learning process to transfer their knowledge to the students. Reading is a set of skills that involves making sense and deriving meaning from (Linse, 2005, p. 69). Meanwhile, Lems, Miller, and Soro (2010, p. 170) argue that it becomes an envolving interaction between the text and the edge of the reader. From the statements, it means reading is an activity to making sense that involving interaction between background knowledge of reader and the printed word. A verse from Al-qur’an that explains about reading is: اْقَرْأ َوَربَُّك األْكَرمُ . َخلََق اإلْنَساَن ِمْن َعلَقٍ . الَِّذي َخلَقَ اْقَرْأ بِاْسِم َربَِّك Meaning: “Read the name of God that creating. Creating humans blood. Read, God is honor that had preached us. God preached human to read some lesson that they don’t know yet”. (Al Based on the verse above, it could be seen the message from Allah SWT is an obligation to read. Allah SWT orders us to read, so that we can get much knowledg 135 Palembang in teaching reading comprehension of recount the actions of someone who is trying to assist reach their fullest potential in all aspects of development. Brown gues that teaching is showing or helping someone to learn how to do something, giving interaction, guiding in the study of something, providing with eaching is “transmissions” of From the previous explanations, it can be concluded that teaching is an action from teachers in helping the students in learning process to transfer their knowledge to the students. Reading is a set of skills that involves making sense and deriving meaning from Meanwhile, Lems, Miller, and Soro (2010, p. 170) argue that it becomes an envolving interaction between the text and the edge of the reader. From the statements, it means reading is an activity to making sense that involving interaction between background knowledge of qur’an that explains about reading is: اْقَرْأ بِاْسِم َربَِّك Meaning: “Read the name of God that creating. Creating humans eached us. God preached human to read some lesson that they don’t know yet”. (Al- Based on the verse above, it could be seen the message from Allah SWT is an obligation to read. Allah SWT orders us to read, so that we can get much knowledge. 136 It means that reading is very important. The people will get much information by reading. Concept of Reading Comprehension In reading, comprehension is needed. Without comprehension, the readers cannot get the information. two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the proces connected text. Based on Hamra and Syatriana (20 comprehend meaning and comprehension depends on the ability to get individual word meanings. Lems, et. al (2010, p. 170) argue t competency. It varies according to the purposes for reading and the text that is involved. While, Klingner, Vaughn comprehension is a multicomponent, highly complex proc interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in understanding of the text types). meaning, understanding and entertainment (Linse, 2005, p. 71). Therefore, reading comprehension is complex activity that involved many interactions between the text (printed word), the background knowledge of the reader and strategy which in interaction, comprehension is needed, so that the reader will get much information and knowledge from it. There are many kinds of the text that can be read for the students, one of them is recount text. Concept of Recount Text It means that reading is very important. The people will get much information by Comprehension In reading, comprehension is needed. Without comprehension, the readers cannot get the information. In accordance with Козак (2011, p. 7), reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences and Hamra and Syatriana (2010, p. 30), the goal of reading is to comprehend meaning and comprehension depends on the ability to get individual (2010, p. 170) argue that reading comprehension is not a static competency. It varies according to the purposes for reading and the text that is Klingner, Vaughn and Boardman (2007, p. 8) state that comprehension is a multicomponent, highly complex process that involves many interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in text types). Reading comprehension refers to reading for meaning, understanding and entertainment (Linse, 2005, p. 71). Therefore, reading comprehension is complex activity that involved many interactions between the text (printed word), the background knowledge of the reader interaction, comprehension is needed, so that the reader will get much information and knowledge from it. There are many kinds of the text that can be read for the students, one of them is recount text. It means that reading is very important. The people will get much information by In reading, comprehension is needed. Without comprehension, the readers In accordance with Козак (2011, p. 7), reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken s of making sense of words, sentences and the goal of reading is to comprehend meaning and comprehension depends on the ability to get individual hat reading comprehension is not a static competency. It varies according to the purposes for reading and the text that is ) state that reading ess that involves many interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in the text, reading for Therefore, reading comprehension is complex activity that involved many interactions between the text (printed word), the background knowledge of the reader interaction, comprehension is needed, so that the reader will get much information and knowledge from it. There are many kinds of the text that can In this study the writer is and Pardede (2014, p. 57), recount is written out to inform an event or to entertain people and a text function as for telling an incident in the past. Meanwhile, Yuliani Novita and Suhartono (2013, p eighth grade students of Junior High School where its content to inform the reader about something or sequence of events which happened in the past time. recount text is to document a ser way (Priana, Irjayanti & Renitasari Recount text has generic structure and specific feature. The generic of recount text are orientation, event, and reorientation. background information needed to understand the text. A record of events usually recounted in chronological oder. And et. al, 2008, p. 69). Therefore, recount text is a text tells an incident that past time, the event was told in sequence. The language feature of recount text use simple past tense. Generic structures of recount text are reorientation, event and reorientation. Concept of Zooming In and Zooming Out (ZIZO) Strategy According to Harmon and Hedrick (2000, p. 156), Zooming in and Zooming Out (ZIZO) strategy focuses on discriminating as well as interconnected features concepts and the framework help teachers to scaffold student learning of important concepts. Meanwhile, Virgin ZIZO strategy generally works well with concept here means that what the topics will be t (Ningsih, 2012, p. 2). Furthermore, Harmon and Hedrick (2000, p. 156) define that ZIZO strategy involves a two-part framework, one part for situating the concept in its larger picture (ZO) and the other for taking a close look (ZI). The ZI part contains three In this study the writer is going to use recount text. Based on Saragih, (2014, p. 57), recount is written out to inform an event or to entertain people and a text function as for telling an incident in the past. Meanwhile, Yuliani Novita and Suhartono (2013, p. 2) argue recount text is a text which is taught in the eighth grade students of Junior High School where its content to inform the reader about something or sequence of events which happened in the past time. The purpose recount text is to document a series of events and evaluate their significance in some Renitasari, 2008, p. 69). Recount text has generic structure and specific feature. The generic text are orientation, event, and reorientation. An orientation providing background information needed to understand the text. A record of events usually recounted in chronological oder. And reorientation remarks on the incident Therefore, recount text is a text tells an incident that happened in past time, the event was told in sequence. The language feature of recount text use simple past tense. Generic structures of recount text are reorientation, event and Zooming In and Zooming Out (ZIZO) Strategy ing to Harmon and Hedrick (2000, p. 156), Zooming in and Zooming Out (ZIZO) strategy focuses on discriminating as well as interconnected features concepts and the framework help teachers to scaffold student learning of important Meanwhile, Virginia Department of Education (2004, p. 124) analyzes that ZIZO strategy generally works well with concept-laden informational texts. Concept here means that what the topics will be taught in the text by the teacher to the students hermore, Harmon and Hedrick (2000, p. 156) define that ZIZO strategy part framework, one part for situating the concept in its larger picture (ZO) and the other for taking a close look (ZI). The ZI part contains three 137 going to use recount text. Based on Saragih, Silalahi, (2014, p. 57), recount is written out to inform an event or to entertain people and a text function as for telling an incident in the past. Meanwhile, Yuliani, . 2) argue recount text is a text which is taught in the eighth grade students of Junior High School where its content to inform the reader The purpose ies of events and evaluate their significance in some Recount text has generic structure and specific feature. The generic structures on providing background information needed to understand the text. A record of events usually remarks on the incident (Priana, happened in past time, the event was told in sequence. The language feature of recount text use simple past tense. Generic structures of recount text are reorientation, event and ing to Harmon and Hedrick (2000, p. 156), Zooming in and Zooming Out (ZIZO) strategy focuses on discriminating as well as interconnected features concepts and the framework help teachers to scaffold student learning of important ia Department of Education (2004, p. 124) analyzes that laden informational texts. Concept the students hermore, Harmon and Hedrick (2000, p. 156) define that ZIZO strategy part framework, one part for situating the concept in its larger picture (ZO) and the other for taking a close look (ZI). The ZI part contains three 138 components: a) identifying the concept, person or event; b) a rank ordering of important information; c) a list unrelated or improbable ideas, actions or expectations related to the concept. The ZO part also contains three components: a) identifying similar or parallel concepts summary statements. Procedures of ZIZO Strategy There are some procedures of ZIZO strategy. In accordance with Harmon and Hedrick (2000, p. 156-159), procedures in teaching reading by using ZIZO stra are described as follow: 1) Brainstorming (zooming in and zooming out) The teacher selects a conceptually important term that demands a through understanding of word knowledge instead of a general understanding. The teacher places the word in the center transparencies, or on the chalkboard) and then asks as the whole class what they might know about the topic. As the students offer the information, the their responses on the overhead ch listing is posted near the information display. 2) Reading (zooming in). The students read a designated passage to find support for what they know and to find new information. The s a highlighter. 3) Discussion about most important information and least important information After the student have read and gathered fact, the teacher bring together to add new facts to the previou confirm or despute items already list three (or more) most important facts they would want to remember about the topic and three facts that are not as important. The stu ying the concept, person or event; b) a rank ordering of important information; c) a list unrelated or improbable ideas, actions or expectations related to the concept. The ZO part also contains three components: a) identifying similar or parallel concepts; b) identifying related concepts, ideas or events; c) ZIZO Strategy There are some procedures of ZIZO strategy. In accordance with Harmon and 159), procedures in teaching reading by using ZIZO stra Brainstorming (zooming in and zooming out). The teacher selects a conceptually important term that demands a through understanding of word knowledge instead of a general understanding. The teacher places the word in the center of the information display (on chart paper, overhead or on the chalkboard) and then asks as the whole class what they might know about the topic. As the students offer the information, the teacher their responses on the overhead chalkboard or chart paper for later references. This listing is posted near the information display. he students read a designated passage to find support for what they know and The students notes new information by marking the text with Discussion about most important information and least important information After the student have read and gathered fact, the teacher brings the whole class together to add new facts to the previously established brainstorming list and to already listed. Small students groups then must decide on three (or more) most important facts they would want to remember about the topic and three facts that are not as important. The students examine the information list to ying the concept, person or event; b) a rank ordering of important information; c) a list unrelated or improbable ideas, actions or expectations related to the concept. The ZO part also contains three components: a) identifying ; b) identifying related concepts, ideas or events; c) There are some procedures of ZIZO strategy. In accordance with Harmon and 159), procedures in teaching reading by using ZIZO strategy The teacher selects a conceptually important term that demands a through understanding of word knowledge instead of a general understanding. The teacher of the information display (on chart paper, overhead or on the chalkboard) and then asks as the whole class what they teacher records alkboard or chart paper for later references. This he students read a designated passage to find support for what they know and new information by marking the text with Discussion about most important information and least important information. the whole class sly established brainstorming list and to . Small students groups then must decide on three (or more) most important facts they would want to remember about the topic dents examine the information list to evaluate each fact in relation to the other facts on the list. T class together to vote on the three most important facts. with the highest number of votes on the used for least important facts. 4) Discussion about the “Similar to” category (zooming out). The teacher conducts a whole ideas, people, or places similar to the topic prompts with questions such as “what does this remind you of?” discussion, the teacher or a student scribe records responses on the information display under this category. 5) Discussion about “related ideas, people or events” category In the whole-class discussions segment, the teacher helps the students situate the concept with in relation to other concepts. Prompts can include questions such as “you cannot talk about ______ without also reveal misconceptions or inaccurate interpretations and connections students may have about the topic. 6) Discussions about “unrelated ideas, The teacher guides the who knowledge to make decisions about what a person would not do or what ideas and things are unrelated to the concept. 7) Formulation of a summary The teacher help student to summarize w concepts and to focus on the larger picture in which the topic is situated. The teacher can conduct this segment by having small groups write a summary statement in 10 words or less. The whole class then decides on the best display by using the voting format previously described. Research Design evaluate each fact in relation to the other facts on the list. Then, the teacher class together to vote on the three most important facts. The teacher records the facts with the highest number of votes on the information display. The same procedure is used for least important facts. Discussion about the “Similar to” category (zooming out). The teacher conducts a whole-class discussion to help the students consider ideas, people, or places similar to the topic at hand. To encourage talk, the teacher prompts with questions such as “what does this remind you of?”. In the course of the discussion, the teacher or a student scribe records responses on the information display under this category. ated ideas, people or events” category (zooming out). class discussions segment, the teacher helps the students situate the concept with in relation to other concepts. Prompts can include questions such as “you cannot talk about ______ without talking about _____”. This part of activity can also reveal misconceptions or inaccurate interpretations and connections students may Discussions about “unrelated ideas, things, etc.” category (zooming in). The teacher guides the whole-class discussion to help students use their own knowledge to make decisions about what a person would not do or what ideas and things are unrelated to the concept. Formulation of a summary statement (zooming out). The teacher help student to summarize what they know about a person or concepts and to focus on the larger picture in which the topic is situated. The teacher can conduct this segment by having small groups write a summary statement in 10 words or less. The whole class then decides on the best statement for the information display by using the voting format previously described. 139 he teacher calls the The teacher records the facts information display. The same procedure is students consider at hand. To encourage talk, the teacher In the course of the discussion, the teacher or a student scribe records responses on the information zooming out). class discussions segment, the teacher helps the students situate the concept with in relation to other concepts. Prompts can include questions such as talking about _____”. This part of activity can also reveal misconceptions or inaccurate interpretations and connections students may things, etc.” category (zooming in). class discussion to help students use their own knowledge to make decisions about what a person would not do or what ideas and hat they know about a person or concepts and to focus on the larger picture in which the topic is situated. The teacher can conduct this segment by having small groups write a summary statement in 10 statement for the information 140 In this study, quasi e do not include the use of random assignment 275). In this study, pretest- two groups, they are experimental and control group which both posttest. The experimental group is given treatments control group is not. Cohen, Manion and Marrison (2007 non-equivalent groups design as follows: Where: O1 : Pretest in experimental group O3 : Pretest in control group X : Treatment in experimental group using O2 : Posttest in experimental group O4 : Posttest in control group - - - - : Dash line indicates that the experimental and control group have equated by randomization Population and Sample The population of this study Palembang consisting of seven class sampling was used. Convenience sampling is a group of individuals who (conveniently) are available for stud Cohen, et. al. (2007, p. sometimes called, accidental or opportunity sampling involves choosing the nearest individuals to serve as respondents and conti O1 - - - - O3 experimental design was used. Quasi experimental designs do not include the use of random assignment (Fraenkel, Wallen and Hyun -posttest non-equivalent group design was used experimental and control group which both are given The experimental group is given treatments by using ZIZO strateg Cohen, Manion and Marrison (2007, p. 283) define the figure of pretest equivalent groups design as follows: : Pretest in experimental group : Pretest in control group reatment in experimental group using ZIZO strategy osttest in experimental group osttest in control group : Dash line indicates that the experimental and control group have equated of this study is the eighth grade students of SMP seven classes. To get the sample of this study, convenience onvenience sampling is a group of individuals who (conveniently) are available for study (Fraenkel, et. al, 2012, p. 99). Additionally, , p. 113-114) argue that convenience sampling or, as it is sometimes called, accidental or opportunity sampling involves choosing the nearest individuals to serve as respondents and continuing that process until the required X O2 - - - - - - - - - - O4 experimental designs Wallen and Hyun, 2012, p. was used. There are pretest and strategy, but the the figure of pretest-posttest : Dash line indicates that the experimental and control group have equated of SMP Sriguna convenience onvenience sampling is a group of individuals who Additionally, that convenience sampling or, as it is sometimes called, accidental or opportunity sampling involves choosing the nearest nuing that process until the required sample size has been obtained or those who happen to be available and accessible at the time. VIII.6 and class VIII.7 were selected as the sample. sample from two classes is experimental group, and 35 students as the control group. Finding and Discussion Test Validity Fraenkel, et. al. (2012 consider when preparing or selecting an instrument 1) Construct Validity Construct validity of the instrument is whether the components of the instrument are valid or not to be applied in research activities. They were question items for pretest and posttest a plans for experimental groups. In this study, some lecturers were asked as validators. They are Winny Agustia Riznanda. M.Pd as validator I, Eka Sartika, M.Pd as validator II and Amalia Hasanah, M.Pd as validator III. After measuring the format of the instrument test, the three validators accepted it to continue doing tryout to the eighth grade students. 2) Validity of Each Question Item Validity of each question item is used to indicate whether the test item of the instruments in each qu question items, the tryout students (VIII 3) of eighth grade students Basrowi and Soenyono (2007 r-count is higher than r-table test is analyzed by using labeled 1 and the wrong answer is labele of questions were valid for research instrument sample size has been obtained or those who happen to be available and accessible at the time. VIII.6 and class VIII.7 were selected as the sample. The number of sample from two classes is 70 students from 256 students. 35 students as the experimental group, and 35 students as the control group. (2012, p. 147) argue that validity is the most important idea to consider when preparing or selecting an instrument for use. ct validity of the instrument is consulted with some experts to evaluate whether the components of the instrument are valid or not to be applied in research activities. They were question items for pretest and posttest activities, and lesson plans for experimental groups. In this study, some lecturers were asked as validators. They are Winny Agustia Riznanda. M.Pd as validator I, Eka Sartika, M.Pd as validator II and Amalia Hasanah, M.Pd as validator III. After measuring the format of the instrument test, the three validators accepted it to continue doing tryout to the eighth grade students. Validity of Each Question Item Validity of each question item is used to indicate whether the test item of the instruments in each question is valid or not. To find out the validity of each , the tryout was done. The instruments of the test were given ) of eighth grade students of SMP Setia Darma Palembang. Basrowi and Soenyono (2007, p. 24) argue that if the result of the test shows that table, it means that the item is valid. Then, the result of the ing SPSS Version 20 softwere with the correct answer is labeled 1 and the wrong answer is labeled 0. From the result of tryout, there are 42 of questions were valid for research instrument since the scores of significance 141 sample size has been obtained or those who happen to be available and accessible at The number of the nts. 35 students as the validity is the most important idea to some experts to evaluate whether the components of the instrument are valid or not to be applied in research ctivities, and lesson plans for experimental groups. In this study, some lecturers were asked as validators. They are Winny Agustia Riznanda. M.Pd as validator I, Eka Sartika, M.Pd as validator II and Amalia Hasanah, M.Pd as validator III. After measuring the format of the instrument test, the three validators accepted it to continue doing Validity of each question item is used to indicate whether the test item of the o find out the validity of each ere given to 32 Setia Darma Palembang. if the result of the test shows that the result of the with the correct answer is d 0. From the result of tryout, there are 42 since the scores of significance 142 were higher than 0,349 while t scores of significance were higher than 0,349 3) Content Validity Fraenkel, et. al. (2012, p.150) define content validity is a matter of determining if the content that the instrument contains is an adequate sample that supposed to represent. The instruments junior high school for the eighth grade. In this study, forty question items were taken to be an instrument of pretest and posttest after obtaining forty two valid question items. The instrument focused on recount text. Test Reliability In accordance with consistency of the scores obtained how consist one administration of an instrument to another and from one set of items to another. Reliability test measures whether research instrument use posttest are reliable or not calculated the students’ score 20.0 software. Furthermore, Fraenkel, et. al. (2012, p. 157) state that research purposes, a useful rule of thumb is that reliability should be at least 0.70 and preferably higher. From the calculation, it was found the coefficient reliability of the reading comprehension test items was 0.715. It was higher than 0.70. Therefore, it could be stated that this instrument was considered reliable for state that this study. Normality Test Normality test is conducted data can be classified into normal when the p Bridgman, 2012, p. 22). To test the normality, the writer use were higher than 0,349 while there are 18 questions items were invalid scores of significance were higher than 0,349 Fraenkel, et. al. (2012, p.150) define content validity is a matter of determining if the content that the instrument contains is an adequate sample that supposed to represent. The instruments were made based on syllabus of English subject fo for the eighth grade. In this study, forty question items were taken to be an instrument of pretest and posttest after obtaining forty two valid question items. The instrument focused on recount text. Fraenkel, et. al. (2012, p. 154), reliability refers to the consistency of the scores obtained how consistent they are for each individual from administration of an instrument to another and from one set of items to another. measures whether research instrument used for activities of reliable or not. After doing try out, to measure the test, t the students’ score by using split half. It was run by using SPSS urthermore, Fraenkel, et. al. (2012, p. 157) state that research purposes, a useful rule of thumb is that reliability should be at least 0.70 and . From the calculation, it was found the coefficient reliability of the test items was 0.715. It was higher than 0.70. Therefore, it could be stated that this instrument was considered reliable for state that this study. ed to know whether the data obtain is normal or not. The n be classified into normal when the p-output is higher than 0.05 ( o test the normality, the writer used Kolmogorov here are 18 questions items were invalid since the Fraenkel, et. al. (2012, p.150) define content validity is a matter of determining if the content that the instrument contains is an adequate sample that supposed to of English subject for for the eighth grade. In this study, forty question items were taken to be an instrument of pretest and posttest after obtaining forty two valid reliability refers to the they are for each individual from administration of an instrument to another and from one set of items to another. activities of pretest and . After doing try out, to measure the test, the writer by using SPSS version urthermore, Fraenkel, et. al. (2012, p. 157) state that research purposes, a useful rule of thumb is that reliability should be at least 0.70 and . From the calculation, it was found the coefficient reliability of the test items was 0.715. It was higher than 0.70. Therefore, it could be stated that this instrument was considered reliable for state that this study. to know whether the data obtain is normal or not. The output is higher than 0.05 (Martin & Kolmogorov Smirnov in SPSS version 20.0 software pretest and posttest scores in both groups (experimental and control Homogeneity Test Homogeneity test is used to measure whether the data obtained not. Martin and Bridgman when the p-output was higher than mean significant difference at 0.05 levels homogeneity test is used groups (experimental and Levene Statistics in SPSS version Hypothesis testing a. In measuring a significant improvement, the paired sample t testing students’ pretest to posttest score in experimental groups. The significant of experimental group is accepted whenever the p 0.05 and t-obtained is higher than t experimental group is rejected when the p and tvalue is lower than ttable b. In measuring a significant difference. Independent Sample t testing students’ posttest scores in control and experimental groups. The significant difference is accepted whenever the p than 0.05 and t-obtained is higher than t difference is rejected when the p is lower than ttable (2.000). software. The normality test is used to measure students’ pretest and posttest scores in both groups (experimental and control group). to measure whether the data obtained are homogen (2012, p. 24) stated that the score is categorized homogen output was higher than mean significant difference at 0.05 levels to measure students’ pretest and posttest scores in both and control). In measuring homogeneity test, the writer version 20.0 software. In measuring a significant improvement, the paired sample t-test was used for testing students’ pretest to posttest score in experimental groups. The significant of experimental group is accepted whenever the p-output (Sig.2-tailed) is lower than obtained is higher than ttable (2.042). while, the significant of experimental group is rejected when the p-output (Sig.2-tailed) is higher than 0.05 table (2.042) In measuring a significant difference. Independent Sample t-test was used for testing students’ posttest scores in control and experimental groups. The significant difference is accepted whenever the p-output (Sig.2-tailed) is lo obtained is higher than ttable (2.000). while, the significant difference is rejected when the p-output (Sig.2-tailed) is higher than 0.05 and t (2.000). 143 to measure students’ ). re homogenous or e is categorized homogen output was higher than mean significant difference at 0.05 levels. The to measure students’ pretest and posttest scores in both he writer used test was used for testing students’ pretest to posttest score in experimental groups. The significant of tailed) is lower than (2.042). while, the significant of tailed) is higher than 0.05 test was used for testing students’ posttest scores in control and experimental groups. The tailed) is lower (2.000). while, the significant tailed) is higher than 0.05 and tvalue 144 Conclusion Based on the findings and interpretation writer concluded the result of this study. First, from the result between posttest in experimental and control groups, it could be concluded that difference on students’ recount reading betwe Zooming In and Zooming Out strategy Palembang. Second, from the result of pretest and posttest in experimental group, it could be concluded that there was a significant students’ recount reading before and after the treatment. assumed that Zooming In and Zooming Out strategy students of SMP Sriguna Palembang Arikunto, S. (2010). Prosedure Indonesia: PT. Rineka Cipta. Basrowi & Soenyono. (2007 Jenggala Pustaka Utama. Bromley, K. (2002). Stretching students’ vocabulary: Best rich vocabulary students need to achieve in reading, writing, and the content areas. New York, NY: Scholastic, Inc Brown, H. D. (2007). Principle of Language Learning and Teaching York, NY: Pearson Education Cohen, L., Manion, L., & Marrison K. (2007). ed.). New York, NY: Routledge. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative Educational, Inc. Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). studies: A supplement to teaching reading in the content areas teacher’s manual (2nd ed.). Colorado, CO: McREL. English standard of learning: Enhanced scope and sequence for grades 6 Richmond, VA: Virginia Department of Education. Retrieved from http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_ scope_sequence/2008/scopeseq_histsoc2.pdf Based on the findings and interpretations presented in the previous chapter concluded the result of this study. First, from the result between posttest in experimental and control groups, it could be concluded that there was a significance recount reading between those who are taught Zooming In and Zooming Out strategy and those who are not at SMP Sriguna Second, from the result of pretest and posttest in experimental group, it there was a significant improvement on the eighth reading before and after the treatment. Therefore, it could be Zooming In and Zooming Out strategy was effective to the eighth grade Palembang especially in recount text. 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