THE EXPLORA Volume. 6 No.

3 December 2020
ISSN : 2442-9384 Print
ISSN : 2460-3244 Online

The Effect OK5R Strategy On Students' Achievement

In Reading Comprehension

Fery Irawan Simbolon

[email protected]

Abstract

Reading comprehension is a skill and knowledge that the students must understand and can use to
find the text's central idea. Based on the researcher observation, almost all of the students at SMKN
2 Panyabungan faced reading comprehension difficulties. The researcher applied (OK5R Strategy)
to know the effect on students' reading comprehension of descriptive text at the SMKN 2
Panyabungan. This research uses a quantitative method with experimental research and for collecting
data using observation and tests. The sample used in this research is XI TB1, as the experimental
class consists of 20 students, and XI TM1 as the control class consists of 20 students. The technique
of sampling in this research is a saturated sampling. This research OK5R Strategy positively affects
students' achievement in reading comprehension at eleventh-grade students SMKN 2 Panyabungan.
Based on the result, the teacher can practice this strategy in the learning and teaching process.

Keywords: Effect, Reading Comprehension, OK5R Strategy

1. Introduction
Language is one of the media interactions, an essential instrument, and is often using
in human life (Edwards, 2009 in Batubara, 2020). It is a means of communication to express
the speaker's message to the listener. Through it, someone can tell something or meaning
to others, such as feeling, thinking, opinion, and more information. There are different
languages globally, including English, an international language used in substantial aspects
of our life, such as education, economic, social, religion, and other sectors.
The English language is becoming from junior high school to university. To
conducting the English language teaching-learning process consisting of four skills (speak,
listen, write, and read). In general, speaking is an interactive process in production,
reception, and information processing to build meaning between speakers and listeners.
While listening is the ability to listen to others talking or speaking. Whereas writing is one
of the central elements of communication, it can see from writing is the expression of ideas,
conveying a message to the reader. Then, reading itself is the process of understanding a
written text, and it is an activity to get advantages like knowledge, vocabulary, and new
information. As one of four language skills, reading has its characteristics; it is a process to
grasp a written text and experience in our daily activities from the text. Furthermore,
reading comprehension is driving complex cognitive abilities that are essential in enhancing
learning abilities and academic achievement (Meneghetti, Carretti, & De Beni, 2006).
The researchers found that students have difficulties in reading, the problem of
reading comprehension is that students feel doubtful and sometimes do not dare to read the
text in English because they are afraid to get wrong to read, and students felt read text in
English was very difficult, and many students were confused and noisy in the class because
they felt bored read in English. So it is expected that teacher support in the learning and
teaching process, especially in teaching reading comprehension. The teacher should make
learning and teaching reading interesting, enjoyable and quickly comprehend the text by
using an appropriate strategy.
There are various strategies to teach reading comprehension, such as The overview,
key ideas, read, record, recite, review, reflect (OK5R) strategy. Based on the problem

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ISSN : 2460-3244 Online

above, the writer hopes students can read well and understand reading comprehension
through an OK5R strategy that positively affects students' performance in reading
comprehension at eleventh-grade students SMKN 2 Panyabungan.

Reading Comprehension
Reading has a significant role in education. The learning process's education system
demands good reading skills, with fluent reading skills showing general intellectual
indicators. According to Richard (1998) stated that reading is an exercise that is
predominantly and focuses on the eyes and brain. At the same time, Demirel (1999)
mentioned that reading is an act or activity to deduce written symbols with cognitive
behavior and psychomotor abilities. Furthermore, Nunan (1989); Tarigan (1990:7); Day
and Bamford (1998:12); Grellet (1998); Harmer (2007: 99) said reading is a process and
procedure of construction or deciphering image or sign, working from a smaller unit to
larger, in other words, reading is techniques to unravel composed words structures to touch,
carried or base importance information. Another explanation disclosed reading is the
process of seeing, perceiving, and capture a text with its words, clause, sentences,
punctuation marks, and other supporting elements to conclude a written or printed message
(Arıcı, 2008 In Muhittin, 2019). After this, Scanlon (2010) uttered that reading is a complex
process requiring the coordination, analysis, and interpretation of various information
sources. Moreover, Snow (2002) stated that reading is the process of simultaneously
extracting and constructing meaning through interaction and involvement with written
language.
The explanation above shows that reading skill is an obligatory skill, especially for
students, expected to master it well. According to Lems et al. (2010), reading
comprehension can construct meaning from a given written text. Furthermore, what is
meant by reading comprehension is being able to use it as a skill to identify, understand,
and apply written material information (Olson and Diller, 1982:42).

OK5R Strategy

Walter Pauk develops the OK5R strategy; the OK5R strategy consists of 7 steps
overview, key ideas, read, record, recite, review, reflect (Istarani et al., 2017). According
to Sumbye (2006); Congos (2017), the OK5R strategy procedure is as follows.

Before Reading:
1. Ask yourself: "What has my instructor already told me about this subject?"
2. Overview the entire chapter or text for 1 -2 minutes.
3. Determine what ideas cover from the title, subheading, question, and summary.
4. Do not get into each paragraph yet. During Reading:
1) Key Ideas:
All texts have three elements: main ideas, supporting details, and transitions.
a. Your job is to determine which are the main ideas and which are supporting
details.
b. Hint: Main ideas are what you need to understand. The details that follow help
you do that.
2) Read-only a paragraph or short section and then stop to ask yourself: a. What
is the main idea?

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b. What are the supporting details?

c. Which transitional words separate main ideas from details and details from other
details?
d. Do I remember the material in this paragraph well enough to explain it thoroughly
and accurately to someone else? If not, reread.
e. Can i answer the questions at the end of each section without looking back? 3)
Record your Understanding:
Make marginal notes and underline keywords and phrases. Question the text.
Make sure all notes are in your own words. After Reading:
1) Recite so that you do not forget!
a. Cover the details.
b. In your own words, recite out loud the details of that main idea. It is the right way
of moving information from short-term memory to long-term memory.
c. Check for accuracy.
d. Read, record, recite paragraph by paragraph until all material is covered.
2) Review several times each week by reciting aloud. This activity also moves
information from short-term memory to long-term memory each time you do it.
3) Reflect
a. Think about the ideas: Consider them, compare them, notice where they agree
and disagree.
b. Organize them into broader categories, or reduce them into smaller units. Test
yourself often, especially leading up to a test.

2.Research Design
This study uses the quantitative method. According to Sugiono (2015), quantitative
methods are used because of research data in numbers and analysis using statistics. In this
research, the researcher will use the pretest-posttest experiment and control group design.
The researcher will do two classes and then give a pre-test to determine the initial situation,
whether there is a difference between the experimental and control groups, to learning
OK5R strategy to compare the students' reading ability. The researcher made the questions
and to analyze the questions based on the reading comprehension indicator.
The technique of Collecting Data
In this study, data collection techniques were carried out by observation and tests.
1. Observation
2. Test
3. Test of Validity and Reliability Test
To calculate the validity of this study, the authors used the formula from Arikunto
(2013) as follows:

Explanations:
Rxy = The correlation of the scores on two halves of the test

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N = The number of students in each group

X = The score of each component of reading scoring
Y = The sum of all reading score
∑x = The sum of total x score in each group
∑y = The sum of the total score from each student
∑xy = The sum of multiple scores from each student with the total score
∑x2 = The sum of the square score in each component of reading
∑y2 = The sum of all reading score square
4. Reliability Test
In this case, to calculate test reliability, the authors used the formula from Arikunto
(2013) as follows:

Explanations:
r11 = Index reliability
K = Item variance ∑
σ i2 = Number of items σ t2
= Total variance

3.Data Analysis
This study has several stages of analyzing data. In analyzing the results of
observations, the researcher uses the formula from Arikunto (2007) as follows:

Explanations:
P = Percentage
R = Score Found
T = Total Score

In addition to finding out the differences score of experimental class and control
class, the researchers used the t-test formula by Arikunto (2007) as follow:

Explanations:
t = The Score
Mx = Mean of Experimental
My = Mean of Control Class
X2 = Deviation Score of Experimental Group
Y2 = Deviation Score of Control Group
Nx = Sample of Experimental
Ny = Sample Contol

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x = Experimental Group
y = Control Group

Criteria of Succes
This school's criterion, especially in the English subject on 70, with this KKM, the
test of students will know they are a success or not.

3.Data Analysis
The Result of Observation
In this research, the first steps that the researcher did were observation. The
observation concentrated on finding out students' conditions at SMA N 2 Panyabungan and
the school condition. The observation was conducted on October 14th, 2019. The
observation was concerned with finding out the school condition's information and
recommending research implementation. The researcher obtained observations such as the
condition and teacher strategy for teaching students in reading. Besides that student's
learning condition, the researcher also got the students' data and other things to support the
research.
In this research, the observation also concentrated on student performance in
reading comprehension and their competency to find out the information based on their
text. The focus of observation was to find out the difficulties that the student faced before
implementing teaching reading comprehension by using overview, key ideas, read, record,
recite, review, reflect (OK5R) strategy. The table below explains the observation result.

Table 1. Students of Observation Sheet

No. Aspects Yes No

Pre Activity

1. The students' give greeting to the teacher

2. Response attention to the teacher explanation

Activity

3. Students engaging in the teaching and learning process

4. Students felt hard when the teacher asks them to read

5. Students listen to the passage that read by the teacher

6. Students have difficulties in reading comprehension

7. Students share their difficulties in reading

Post Activity

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8. comprehension with the teacher The students answer the

question given by the English teacher

9. The students answer the question of the passage individually

10. Students listen to the conclusion that given by the teacher

about the material reading comprehension

11. Students felt bored in the process of learning in reading

comprehension


The researcher found some reading comprehension difficulties from the
observations conducted: the students do not want to read the text in English because
they are afraid to read it. Students felt read text in English were very difficult and
make them tired, and students have not behavior try to read the text in English. There
is no confidence to read in English from students. Many students are confused and
noisy in the class because they felt bored reading in English.
Based on these findings, the researcher concluded that reading
comprehension is still in the low category. So, the researcher tough it was essential
to use the superior strategy in reading comprehension. In this study will be tested
with an overview, key ideas, read, record, recite, review, reflect (OK5R) strategy to
increase students' reading comprehension competency at SMK N 2 Panyabungan.

The Result of Test and Data Analysis

A comparative analysis technique was used between two classes by applying the t-test
formula to know the class differences.
1. The Result of The Differences Score and Deviation Score Pre Test and Post Test of
Control Class
Table 2. The Differences Score and Deviation Pre Test and Post Test of Control
Class

No Name Deviation Pre Test Square Post

Test
1. A 20 60 40 1600
2 B 10 50 40 1600
3. C 90 100 10 100
4. D 70 74 4 16
5. E 20 30 10 100
6. F 10 30 20 400
7. G 70 60 10 100
8. H 80 80 0 0
9. I 60 64 4 16
10. J 80 78 2 4
11. K 30 40 10 100
12. L 10 52 42 1764

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13. M 30 32 2 4
14. N 70 70 0 0
15. O 50 54 4 16
16. P 20 64 44 1936
17. Q 90 70 20 400
18. R 70 70 0 0
19. S 30 50 20 400
20. T 50 54 4 16

Total 960 1182 286 8572

Average 48 59

Based on the information table above, it can conclude that the students' pre-test
score was 960, and the students' post-test score was 1182, hence Deviation was 286 and
square deviation 8572, and the students average pre-test score was 48, and the students'
average post-test score was 59.
The formula below is used to determine the standard deviation score in the control
class.

2. The Result of The Differences Score and Deviation Score Pre Test and Post Test of
Experimental Class

Table 3. The Differences Score and Deviation Score Pre Test And Post Test Of
Experimental Class

No Name Pre Test Post Test Deviation Square Deviation

1. a 76 90 14 196

2. bs 50 90 40 1600

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3. Af 50 76 26 676

4. r 50 74 24 576

5. A 40 82 42 1764

6. zf 50 78 28 784

7. Fa 50 82 32 1024

8. ir 50 76 26 676

9. as 84 90 6 36

10. m 70 46 30 900

11. a 70 82 10 100

12. s 30 46 16 256

13. z 82 94 12 144

14. N 50 72 22 484

15. Na 60 72 12 144

16. Nf 76 92 16 256

17. Ra 50 74 24 576

18. Rf 30 60 30 900

19. Rd 76 96 20 400

20. ssSr 50 64 14 196

Total 1144 1536 444 11688

Average 57 77

Based on the information's above, it can be concluded that the students' pre-test
score was 1144, and the students' post-test score was 1536, hence Deviation was 444 and
square Deviation 11688, and the students average pre-test score was 57, and the students
average post-test score was 77.
The formula below is used to determine the standard deviation score in the
experimental class.

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From the data of the standard deviation score on control and experimental class
analyze above, it is obtained follow: Mx = (Mean experimental class ) = 22,2 x2 = (Deviation
score of experimental class ) = 1831,2

Nx = (The sample of experimental class ) = 20

My = (Mean of control class ) = 14,3 y2 =

(Deviation score of control class ) = 4482,2

Ny = (The sample of control class ) = 20

The formula computing t-test is as follow:

= 1,94

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Based on the researcher observation and the result of the research, the researcher
found that applying overview, key ideas, read, record, recite, review, reflect (OK5R)
strategy to the students can affect students' reading comprehension descriptive text.
Testing Hypothesis
Hypothesis testing must be done to determine whether the hypothesis is accepted
or rejected. In this proof, the degrees of freedom (df) are sought using the following
formula:

df = n1 + n2 - 2 df = -20 +
20 -2 df = 40-2 df = 38
ttable = t (αx nl + n2-2) = t
(0.05) (38)
= 1.9
Explanations:
Df = degree of freedom
Nx = the sample of experimental class Ny
= the sample of the control class

From the result above, we can know:

tobs = 1,94 ttable = 1,9
So it can be concluded that the hypothesis (Ha) is accepted, and the research
hypothesis (H0) rejected. It means that using OK5R strategy affects students' achievement
in reading comprehension at eleventh-grade students SMKN 2 Panyabungan.
Discussion
Reading is a complex system and process of deriving meaning from writing that
requires all skills and knowledge to understand it. Reading comprehension is getting
information from the text passively and processing it in mind to take its meaning. Because
of that, the students had a technique that will help them in reading comprehension.
Overview, key ideas, read, record, recite, review, reflect (OK5R) strategy is the one that
can help the students be active in reading, and this strategy can help students determine the
purpose of reading.
After the researcher implemented the OK5R strategy in reading comprehension,
the researcher got data. It showed there several improvements from the student's result test.
Most students are given attention to the researcher's explanation and could accomplish the
task well.
The result calculation of the t-test, where the value of (tobs) 1,94 is higher than ttable
1,9, at the level of significant 0,05. It shows that the hypothesis (Ha) is accepted, and the
research hypothesis (H0) on rejected. By using OK5R strategy affects students' achievement
in reading comprehension at eleventh-grade students SMKN 2 Panyabungan. In other
words, the students reading comprehension in the experimental class was better than the
students in the control class at SMKN 2 Panyabungan.
3. Conclusion
In this study, the learning outcomes using the OK5R strategy showed that more
than half of the students felt more motivated and interested in reading comprehension. The
students more easily find out the information that they need by using the strategy used. In
conclusion, after analyzing the data and discussion findings above, the researcher
concluded that the OK5R strategy positively affected the students' reading comprehension

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at tenth-grade students SMKN 2 Panyabungan. In the end, hopefully, this strategy can be
tried by other teachers for the teaching strategy in their respective classes.

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