The effect of using picture series on students’ reading comprehension of narative text: a quasi-experimental study at the second year students of Islamic School Al-Falah Villa Mutiara-Ciputat.

Villa Mutiara-Ciputat)

Bayyini Rosyada Elka 1091014000211

DEPARTMENT OF ENGLISH OF EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA 2015

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Academic Year. Skirpsi of English Education at Faculty of Tarbiyah and Teacher‟s Training of State Islamic University Syarif Hidayatullah Jakarta 2014.

The objective of this study was know the empirical evidence about effectiveness of students‟ reading comprehension of narrative text using picture series at the Second Year Students of Islamic School Al-Fallah Villa Mutiara academic year 2013/2014. The subject of this study consisted of 23 students of Islamic School Al-Fallah Villa Mutiara.

The method used in this study was quantitative research and the research design was quasi-experimental study. This study was conducted following procedures of the quasi-experimental study. Data collecting technique was conducted pre-test and post-test by giving test which consists 30 multiple choice items for each test. Data analyzed used formula t-test.

The result of this study shows that there was significant difference on students‟ reading comprehension of narrative text by picture series and without picture series. It can be seen that on the df = 44 and in the degree of significance 5% the value of degree of significance is 2.41. By comparing the value to is higher than tt.

The result showed that t-test (to) > t-table (tt) (4.87 > 2.41).The alternative hypothesis

(Ha) is accepted and null hypothesis (Ho) is rejected. Therefore, it can be concluded

that teaching reading by using picture series can affect the students‟ comprehension of narrative text.

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2013-1014. Skripsi Pendidikan Bahasa Inggris di Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Tujuan penelitian ini untuk mengetahui bukti empiris tentangkeefektikan penggunaan seri gambar terhadap kemampuan membaca teks narative pada siswa kelas 2 sekolah Islam Al-Fallah Villa Mutiara tahun akademik 2013-2014.Subyek penelitian ini terdiri atas 23 siswa dari sekolah Islam Al-Fallah Villa Mutiara.

Metode yang digunakan dalam penelitian ini adalah kuantitatif dan desainnya menggunakan eksperimen semu (quasi-eksperimental study).Pengumpulandata penulis menggunakan pre-test dan post-test dengan memberikan tes kemampuan membaca berupa 30 soal pilihan ganda.Dalam menganalisis data, penulis menggunakan t-test.

Hasil dari penelitian ini menunjukkan bahwa adanya perbedaan yang signifikan dalam pemahaman siswa dalam membaca teks narative dengan menggunakan gambar berseris dan tidak menggunakan gambar berseri. Dalam tabel signifikansi, dapat dilihat bahwa df= 44 dimana derajat signifikansi 5% adalah 2.41. Dengan membandingkan, nilai to lebih besar dari tt yaitu, hipotesis alternatif (Ha)

diterima dan hipotesis nihil ditolak. Oleh Karena itu, 4.87 > 2.41) dapat disimpulkan bahwa mengajar membaca teks narative menggunakan gambar berseris dapat meningkatkan pemahaman siswa akan teks yang dibaca.

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All praises be to Allah, Lord of the world, for the health and the strength that Allah has given to the writer in writing this „skripsi‟. Peace and salutation be upon the prophet Muhammad, his family, his companions as well as his followers.

Firstly, the writer also would thank to her beloved parents, H.Sukarya, S.Ag. M.Si. And Lilis Suryani who always never stop teaching their precious meaning of life, giving their knowledge, giving their time and who always pray her every time; her brothers, M.Arief Al-Farabi, M.Zaki Al-Ghazali and M.Zaki Al-Kindi, also her sister, Ade Aulia Zunnun, who always give support and motivation to her.

Secondly, she would like to address her thank and great gratitude to Ismalianing Eviyuliwati, M.Hum. And Zaharil Anasy, M.Hum. As the writer‟s advisors, who give consultation with full of patience, help and guidance as valuable advice during developing this “Skripsi” and completing her work, may Allah SWT respond to their kindness much better.

Thirdly, the writer thought that she would never finish this skripsi fluently without their supports and their helps. Her gratitude also goes to:

1. All lecturers of English Education Department for teaching precious knowledge, sharing philosophy of life and giving wonderful experiences.

2. Prof. Dr. Ahmad Thib Raya, M.A, as the Dean of Faculty of Tarbiyah and Teachers Training.

3. Drs. Syauki, M.Pd, as the Head of English Education Department

4. Zaharil Anasy, M.Hum, as the Secretary of English Education Department.

5. Uswatun Hebah Hasanah, S.Pd, as the English teacher at Islamic School Al-Fallah Villa Mutiara, for all sincere help, time, and guidance.

6. The students of second grade of Islamic School Al-Fallah Villa Mutiara especially 8.2 and 8.3, for being participants in this research.

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she thanks them being her best friends. And her lovely cousin Ina Nur Agustianti. Her adoptive older sister Lala Siti Lama‟ah.

Finally, the writer admits that her writing is still far from being perfect. Therefore she hopes some suggestions and criticism from the reader for this paper. Hopefully this „skripsi‟ will have some values for her and the reader.

Ciputat, February 24th 2015

Bayyini Rosyada Elka NIM. 109104000211

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A.

Background of the Study

People use language to communicate each other with other people. Language is often defined as a tool for communication used by people in communicate either through spoken or written. Through language, people can express their opinions, ideas and feelings. Language as a communication is necessary to be mastered because language has significant roles in the various fields of activities and wide influences in the world, such as in social, politics, economic, education. There are many languages in this world. English is the most widely used language all over the world. English is also used to absorb and develop science, technology, economy, and culture. According to realty, English language helps people.

In present day, English becomes essential subject of education in Indonesia. English is known as a foreign language. English not only becomes an essential language also a compulsory subject at elementary level to university level. By learning English, the students are expected to acquire some abilities. In addition, English will help and make Indonesian learner gain success such as in finding the right career in the future.

As a English language teacher should be creative to achieve the goal in teaching. In realty, mostly students who learn targetlanguage or English, they get stress in the process of learning, because in the classroom, students usually do not get some exposure or motivation as those. In this case happened in the students who- whatever age. The teacher should think what elements need to be present in a language classroom to help students learn effectively. As Jeremy Harmer said on his book: Activities and materials which frequently engage students include: games (depending on age and type), music, discussions (when handled challengingly),

stimulating pictures, dramatic stories, and amusing anecdotes, etc. 1 There are many methodologies and roles how to create the students to be master in target language with the methodologies the teacher create how teaching process would be fun.

One of language skill should be master is reading. Reading is an active cognitive process that does indeed face the words which include the information in it. Reading is not simply getting the words right, without comprehension there is no reading. In the other words reading will not occur without comprehending the text. In the process of reading, the readers begin by looking at the words in a massage thengrab their meaning. When the reader knows the words, sentences or massage fits into his prior knowledge and experience, he comprehends the text, and comprehending requires the skills. To develop the students reading skills need that the media to improve their reading such as magazine, newspaper, book, text, etc.

In learning reading, students often find some problem to comprehend the text. There are some problems occurred on the process of reading itself. First of all, reading is claimed as a boring activity by most of the students. It happened because of several factors, one of them student‟s interest about the text they would read, some of not. Second, most of students find it difficult to get the message of the text because they find many unfamiliar vocabularies needed to be translated. It is takes a lot of their effort that leads to an uninterested to do. Those are the causes the students difficult comprehending the text.

It is found at students of Islamic School Al-Fallah when the writer interviewed some of the student about teaching learning English language activities especially about reading activity. When the teacher taught about reading English text she just instructed the students to read the text then the teacher asked the question about the text. Most of students can not answer the text because they do not understand, and lazy to read the text they feel difficult to understand the text because they find unfamiliar vocabularies. From all of the case about reading, the writer was

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interested to have some technique in teaching reading. The writer would use picture in teaching reading to achieve students reading comprehension in her research and to get teaching English language activity more fun especially in teaching reading. According to Andrew Wright, “pictures are the most suitable known the language. Picture contributes; interest and motivation, a sense of the context of language, and a specific references point and stimulus”.2 Pictures are good visual aid to present what the text about and to give stimulus for the students in teaching learning activities.

Based on the explanation above, the writer would like to conduct an experimental research in teaching reading using picture series to know whether it is still effective to use in current situation and also to write her “Skripsi” entitled “THE EFFECTIVENESS OF USING PICTURE SERIES TOWARD STUDENTS

READING COMPREHENSION OF NARRATIVE TEXT”(An Quasi

Experimental Study at the Second Year Students of Islamic School Al-Fallah Villa Mutiara in 2014-2015 Academic Year)

2

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 1989), p. 2.

B.

Identification of the Problems

There are someconditions in language teaching that promote the problem of this research to come up. They are as follow:

1. Most of students still think of reading as difficult.

2. Students were found to be bored in the classroom teaching and learning process especially in learning reading because the teacher does not create the class to be an active class and most of students have lack of vocabularies.

3. Teachers were still teaching reading using an uninteresting method, which is not effective.

4. Most students were low- motivated in learning reading.

C.

Limitation of the Problems

In this study, the writer limits the discussion on teaching reading using

picture series of narrative text toward students reading comprehension at the second year students of Islamic School Al-Fallah.

D.

Formulation of the Problems

Based on the background mentioned above, the writer would like to formulate the problem as follows: “Was there any different effect before and after using picture series on students‟ reading comprehension of narrative text at the Second Year of Islamic School Al-Fallah Villa Mutiara

E.

Objective of the Study

The objective of this study was to know the empirical evidence about the effectiveness on students‟ reading comprehension of narrative text using picture series at the Second Year Students of Islamic School Al-Fallah Villa Mutiara.

F.

Significance of the Study

The results of study were expected: 1. English Teachers

It is expected to be an alternative solution for English teacher in teaching reading.

2. Students

This study is expected to make the learning process more fun and interest, develop their interest and motivation in learning English subject, and improve their understanding and mastery of English.

3. Other Researchers

It is expected to provide new information and knowledge for the subsequent researchers who are interested to conduct a better research on the same issues.

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A.

Literature Review

1.

Definition of Reading

As one of English skills, reading is the ability to draw the meaning from the text or printed materials. It requires the process of getting and interpreting the message sent by the authors appropriately through the printed materials, such as books, magazines, newspapers, text, and so on. In fact, many instances around the world may argue that reading is the most important foreign language skills, particularly in cases where the readers have to read English materials in order to help them develop their knowledge at various subjects either in school or daily life.

Sometimes, many people be able to read and pronounce the words correctly, but they do not understanding the text or material. As Flynn and Stainthrop state on his book “Accessing meaning is the rationale for reading. Reading result from an ability to decode the print and to comprehend the language that is thus unlocked.”1 It means reading is not simply done by pronouncing the words, but it also involves transmission process of ideas of the author‟s mind to the reader‟s mind. What the author means should be understood well by the readers.

In addition, reading is one of communicative skills, is classified as a receptive skill. Looking up this term, people roughly assume that reading is a passive skill because all the work has been done by the writer that produces the text, and the reader has only to open his or her mind to let the meaning come in then the communication is achieved.

1

Naomi Flynn and Rhona Stainthrop, The Learning and Teaching of Reading and Writing, (London: Whurr Publishers Limited, 2006), p. 42.

Furthermore, reading is also an interaction between the reader and the author where the prior knowledge such as knowledge of content, structure, and vocabulary enables the reader to make meaning from the text. According to Christine Nuttal said that: The process of reading is clear enough for to say that reading means getting out the text as nearly as possible the massage the writer put into it. (How we respond to this meaning – whether, for instance, we accept it, reject it or transform it by using our own imagination – is another matter).2From that definition, it can be concluded reading is the process of people to learn and to get the knowledge by understanding the text. It is about the way the reader understanding the text.

Furthermore, Jerry G. Gebhard also stated oh his book Teaching English as a Foreign or Second Language “Reading includes discovering meaning in print and script, within a social context, trough bottom-up and top-down processing and the use of strategies and skills.”It means reading is not done in vacuum activity for example we read a menu item at the restaurant to the waiter to order the menu, or we read something to inform the hot news to our friends those means we are doing the social context to the other.3

2

Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Oxford: The Bath Press, 1996), p. 4.

3

Jerry G. Gebhard, Teaching English as a Foreign or Second Language, (Michigan: The University of Michigan, 1996), p. 197.

2.

Reading Comprehension

Reading involves comprehension. That is proven by the fact that someone reads because he or she wants to get something from the writing. It called by the message. The message it may be fact, enjoyment, ideas, feelings, etc. whatever the message about the readers wants to comprehend the massage that what the writer intended. Reading has not happened yet, if the reader has not reached the comprehension of the text. The reader may be able to read aloud every sentence written in the text, but if the reader does not get the understanding of what the text is about, it means the act of the reading has not been exist.

Francious Grellet state on his book “Reading comprehension is understanding a written a text means extracting the required information from it as efficiently as possible4.” It means reading comprehension that the process understanding the new information contained in the text, and the reader find what she or he looking for. Understanding the new information in the text that means the reading purpose in each case has been successfully, and it called reading process.

Furthermore explanation has been made by G.C. Ahuja & Pramila Ahuja that reading involves comprehension beyond decoding and literal label interpretation of the printed symbols.5 Literal level interpretation involves translation of what the words say while decoding process serves as a tool for the mental process when the reader tries to get meaning out of the printed material.

From all of explanation above, it can be concluded that reading comprehension is an active process in which the reader, by using his mind and eye which the reader construct an understanding of the message by interacting with the text.

4

Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press, 1999), p. 3.

5

G.C. Ahuja dan Pramila Ahuja, How to Increase Your Reading Speed, (Kuala Lumpur: Synergy Books International, 1995), p. 13.

3.

Purpose of Reading

Purpose refers to reader‟s aim or information in reading certain text. When dealing with reading, the reader seems to address the different purposes. William Grabe stated on his book there are six major purposes of reading:

a. Reading to search for information

When the readers want to search for some specific information, they engage on two skills: Skimming and Scanning. Skimming is the ability to identify the main ideas while very rapidly and selectively skipping over the reading material. Besides, they use scanning in order to identify specific information from the text. b. Reading to learn from text

In academic and professional settings, sometimes the readers want to learn something from the text. It occurs when the information in a text is identified as important which will be used for some task given by the teacher at the specific course.

c. Reading to integrate information, write, and critique texts.

When the reader do integration of information in reading they have a purpose are required to insert the information from multiple text or bring together information taken from different textbook. Sometimes, the readers are required to evaluate and criticize the information of a text whether the parts of the text are important, and how the readers get their goal from the text.

d. Reading for general information

Since someone reads to get the comprehension of the text, this purpose becomes the commonest purposes for reading a text among the readers. This purpose takes place when we read an interesting novel, newspaper, and magazine. 6

6

William Grabe and Fredericka L. Stoller, Teaching and Researching Reading, (Harlow: Longman Pearson Education Limited, 2002),pp. 13—15.

4.

Kinds of Reading

There are two kinds of reading mentioned by Harmer on his book; Extensive Reading and Intensive Reading.

a. Extensive Reading

This was discussed as the book told in the text, that the importance or extensive reading for development of student‟s word recognition. An entire short story, or a chapter or sequence of chapters of a novel, or entire one-act play should be assigned, read briefly reported on as a single unit. The students should understand that in this type of reading their major concern in on the overall comprehension of characters and events rather than on the specific details of either language or story content. Where possible, reading for pleasure should be involved. This activity encourages students to choose what they want to read and gives them some opportunities to share their reading experiences.

b. Intensive Reading

In contrast to this, the technique employed in intensive reading should be definitely different. Intensive reading refers to the detail focus on the construction of reading text which takes account in classrooms. Teacher may ask students to extract the information from magazine, poems, internet websites, novels, and a wide range of text genre. The specific purpose will determine the exact choice of genres and topics. Intensive reading is characterized by study activities, such as the particular uses of grammar and vocabulary items. 7

7

Jeremy Harmer, The Practice of English Language Teaching, (Harlow: Pearson Education Limited, 2007), pp. 283—286.

5.

Models of Reading

While processing a text, the readers need to use these three complementary ways; Bottom-Up Models, Top-Down Models, and Interactive-Models.”In some cases, one model predominates, but they are used by the readers while approaching a difficult text. According to William Grabe and Fredricka L. Stoller on Nida Husna book said “There are three models of reading skills.”8

a. Bottom-up Models

These models assume that reading involves the way reader builds up a meaning from the text by creating a piece by piece mental translation. Recognizing letters and words and working out sentence structures are conducted in a linier fashion. In this case, the reader must scrutinize the vocabulary and syntax to meet the same point view as the writer intended.

b. Top-Down Models

Top-Down Models state that reading depends on the reader‟s expectations which is conducted to draw inferences and to interpret assumptions. The readers have their own set of goals while reading a text. They direct their eyes to the most likely place where useful information can be found.

c. Interactive Models

These models take useful ideas from a bottom-up perspective and combine them with the key ideas from a top down views. Practicality, readers shift from one focus to another, adopting a top down models to predict the probable meaning, then moving to the bottom up approach to check whether that is really what the writer says.

8

Nida Husna, Step by Step to Reading Skills Step First Edition, (Jakarta: English Education Department Syraif Hidayatullah Jakarta), pp. 13—14.

6.

Reading Skills

In reading certain text, a number of things should be able to be done by the students by using reading skills: Scanning, Skimming, and Reading For Detailed Comprehension.

a. Scanning

This skill requires students to be able to scan the text for particular information or details they are searching for. It means that they do not need to read the entire paragraph especially in every word and line. This skill is applied, for example, when they are looking for certain advertisement on the newspaper or someone‟s name on the attendance list.

b. Skimming

This skill is used to get the general understanding of what the text is about. Skimming is done by running our eyes rapidly over a text. For example, when the students read a newspaper, they only cast their eyes over it to find the general idea of what has been happening, or weekly popular magazine that what we would find about the information we need in a half time it takes us to read it now.

c. Reading for detailed comprehension

To get the detail comprehension of the text, students have to use the skill which is different from the skills explained before. Reading for detailed comprehension is actually more complex than commonly assumed. It requires very rapid and automatic processing of words, strong skills in forming a detailed meaning representation of main ideas, and efficient coordinating of many processes under very limited time constraints. 9

9

Jeremy Harmer, How to Teach English: An Introduction to the Practice of English Language Teaching, (Harlow: Longman, 1998), p. 60.

7.

Principles of Teaching Reading

There are six basic principles in teaching reading elaborated by Harmer, as Follows.

a. Reading is not passive skills

Actually reading is an active skill. To do this successfully, the readers have to understand the meaning of the text, see the picture what the text about, understand the argument of the text, and we develop the text if we understand it well.

b. Students need to be engaged with what they are reading

A lot of efforts have to be done by the teacher in order to make sure that every student in the class is engaged with the topic of reading text. The students who are not engaged with the text, mostly they do not interested with the text especially with the teaching learning activity, because they get bored with the lesson in the beginning of the lesson. The impact of this the students have less benefit of it.

c. Students should be encouraged to respond to the content of a reading text, not just to the language.

It can be said that the meaning of the text is just as important as the structural of the text to be comprehended such as how the text use the language, the number of the paragraphs included in, and how many time the clauses are use in it. In this case, the teacher has to give a chance to the students to respond that message in some way.

d. Prediction is a major factor in a reading

Before the readers actually start reading, there are some hints printed on the book that give them the clause of what the book is about. By glancing at those hints,

their brain starts predicting what will be discussed on the book. In this case, the active reading process ready to be begin.

e. Match the task to the topic

The teacher should select the appropriate reading text based on the student‟s level, the topic of the text and its linguistic, and activation potentials. And then, the teacher should choose reading tasks which match to the topic of the text. This could be in terms of the right kind of the questions, appropriate reading activities, and useful study exploration.

f. Good teachers exploring the texts to the full

Good teachers integrate the reading text into interesting lesson sequences, using the topic for discussion and further tasks, using the language for study and then activation, and using range of activities to bring the text to life.10

8.

The Reading Assessments

According to Gillet, Temple, and Crawford on their book that teacher use different kinds of assessments for different purposes at different points in the year. Many school use four phases of assessments.11

a. Screening Assessment

The screening instrument use as economical as possible because they may given to an entire class or an entire grade, examine only a few key aspects of literacy and just enough to identify the children who need extra attention. In this case, at the beginning of the year, the teacher may administer screening measure to determine which the children who need extra support and attention.

10

Ibid,pp. 70—71. 11

Jane Wallce Gillet, Charles Temple, Codruta Temple, & Alan Crawford, Understanding Reading Problems, (Boston: Pearson Education, 2012), p. 8.

b. Diagnostic Assessments

Diagnostic instrument may test specific skills, such as a test of phonemic segmentation or a test reading fluency. Others, like an informal Reading Inventory, are more comprehensive and test may areas of reading ability.

c. Monitoring Assessment

Monitoring assessment sometimes calledformative assessment, are done to see if a child‟s instruction is “on track.” The range from informal observation to formal probes. Monitoring assessment is advisable be designed with end-of-year assessment to make sure all students are learning what they will be expected to know. Because of monitoring assessment may be done at regular intervals-every month or every quarter for most students, but more often for students who seem to have greater difficulty learning.

d. Outcomes-Based Assessment

Outcomes-based assessment also referred to as grade-level reading standards-based assessment; because the desire outcomes of a year‟s teaching are reflected in each state‟s learning standards. Those skills include phonemic awareness, phonics, fluency, vocabulary, and comprehension.

9.

Text Types

English text can be divided into two major text types, they are: 12 a. Literary Text

The text types used to express human experiences in an imaginative way are classified as literary texts. These texts are aimed to entertain the readers. The main literary text types are:

1) Narratives

The aim of the narrative text is to tell a story or relate the event and providing the entertainment to the audience. In the narrative can be make the audience think about an issue, teach them the lesson, or excite their emotions. Narrative can be presented as written or spoken texts. If the narrator is one of the characters of the story, the story is usually told inthe first person. If a person outside the story is the narrator, then the story is being told in the third person.

2) Poems

This text types express people‟s feelings and impressions about life. Poems may tell a vivid description of story. The aim of this text is to describe someone‟s point of view about something through thought-provoking images. Ballads, haiku, limericks, sonnets, song lyrics, and chinqua

pins are some examples of poetic texts. Some of them may be written by using sound patterns and rhythm.

3) Dramas

Ideas and expression of life may sometimes be expressed through a drama. Drama can be spoken and written. The actors may have set libels to be performed or even improvised. These lines are usually constructed in the form of a dramatic text, sometimes we call as a script. The examples of dramatic texts include: film

12

Mark Anderson and Kathy Anderson, Text Type In English, (South Yarra: Macmillan Education Australia, 1998), pp. 2—28.

scripts, improvisations, stage settings, soap opera, streets theatre, and re-enactments.

b. Factual text

Factual text present information and ideas. The purpose of these texts is to inform, instruct, educate, or persuade the reader. The main factual text types are: 1) Explanation

This kind of text tells how to do something or why something happens. The purpose of this text is to tell the step of the process and give the reason of it. This text type involves three major parts: a general statements, a series of paragraphs, and concluding paragraph.

2) Information report

A report text explains information about a subject which is quite general rather than the specific one. The aim of this text is to describe each parts, behaviors, and qualities of a subject throughout presenting a series of fact.

3) Discussion

Discussion text is a text type which gives for and against the positive and negative, or good points and bad points of certain issue. The purpose of this text is to present the different opinions on a topic to the audience or the reader, and, at the end, the reader opinion.

4) Exposition

The function of this text is to inform the point of view if arguments of the writer to influence the listener and reader‟s view.

5) Recount

The text type is to tell a story which relates an event or a past experience to entertain the reader. The writer often sets the first paragraph are telling who, what, where, and when.

6) Factual Description

Factual description is descriptive text which are describes a particular person, place or thing. A descriptive text typically has an opening paragraph introducing

the subject of the text, a series of paragraph describing the features of the subject, and concluding paragraph signaling the end section of the text.

7) Procedure

This text type presents the reader or listener how to do something. It is characterized through the existence of the instruction will guide the reader to make something, to do something or to get somewhere. Recipes, itineraries, instruction manuals, and directions could be the examples of this text. There are three major parts if this text namely introductory statement, list of materials, and sequence of steps.

B.

Description of Narrative Text

1.

The Narrative

Narrative is kind of story consisting of series of events which is constructed in a chronological order, According to Alice Oshima and Ann Hogue states that Narration is story writing. When you write a narrative paragraph, you write about events in the order that they happen. In other words, you use time order to organize your sentences.13Narration or narrative is a story in the written text which are events that tells about what the story happened, time order is tell what happened first, what happened text, what happened after that, and so on. Accroding to Siahaan and Shiroda”Narration is any written English text in which the writer wants to amuse, entertain people, and to deal with actual or vicarious experience in different ways”.14 A narrative not only about an events ended with what the story happened but also narrative is an event which the writer have the purposes to make aninteresting text, to

13

Alice Oshima and Ann Hogue, Introduction to Academic WritingThird Edition, (White Plains: Longman, 2007), p. 24.

14

Sanggam Siahaan & Kisno Shiroda, Generic Structure Text, (Yogyakarta: Graha Ilmu, 2008), p. 73.

entertain the reader, and to make the reader have the experiences same as the text about.

Moreover, Clouse states that “A narration usually includes the answers to the journalist‟s questionswho, what, when, where, why, and how”.15 It means that the narrative text should present the explanation to those questions, who was involved, what happened, when, where, why, and how it happened, in a sequential order. In addition, in some stories the author might pay attention more on different answer in different narrations. Sometimes the answer of certain question may not be found by the reader because the author may emphasize more on who was involved in the story rather than why the story happened. In other stories, the author may present more details on explaining when the story happened, in this case, the time element of the story.

The purpose of a narrative, other than providing entertainment, can be to make the readers think about the issue, teach them a lesson, or excite their feelings. It means that narrative could also inform the readers about the issues and persuade to take the benefit from the story.

2.

The Elements of a Narrative

a. Plot

Plot is defined as an author‟s careful arrangement of action happened in a narrative to achieve a desired effect. Series of actions in a narrative text are often presented in chronological order. Traditionally, plots grow out of a conflict are an internal or external struggle between the main character and an opposing force.

b. Setting

15

Barbara Fine Clouse, Patterns For A Purpose: A Rhetorical Reader, (New York: McGraw Hills Company, 2003), p. 162.

In narrative, the author usually opens their story by telling the setting-that is, the time and the place. However, setting can be general, specific, and very detailed. Setting usually functions as more than a backdrop for a story.

c. Character

All stories have a character to be presented. Based on the literary term, a character is a person created for a work of fiction. In some cases, they are veiled, autobiographical version of the author or they are people the author knows or people the author has observed or overhead.

d. Point of view

Point of view in narrative text can be First-person (by using “I”), and Third -person (by using “he/she/it”). First-person is not about the author, the author creates a persona or mask through which he or she tells the story.16

3.

The Schematic Structure of Narrative Text

a. Orientation

This is the introductory part of the stories where the author tells the reader who is in the story, when the story takes place, and where the story is happening. Throughout this part, the reader can get the insight of what probably happens next in the story.

b. Complication

The part the author tells the chain of events in the story that influences what will happen in it. This is where the characters play their role. Many characters will be affected by some of the events happen in this part.

c. Sequence of Event

16

Jane Bcahman Gordon and Karen Kuehner, Fiction: The Elements of the Short Story, (New york McGraw-Hills company, 1999), pp. 1—151.

A narrative may present a series of events as the form of response from the characters to the complication of the story. It involves the character‟s feelings and what they do. Those events are usually told in chronological order or with flashback. The point of view appears in this part.

d. Resolution

In this part, the story reaches its end. This is where the problem is solved. e. Coda

Usually coda is present at the last paragraph. Coda includes a moral or message to be learnt from the story.17

C.

Definition of Schemata

According to Gilakjani and Ahmadi “Schema” is background knowledge- also prior knowledge is supposed to consist of two main components: “our assimilated direct experiences of life and its manifold activities, and our assimilated verbal experiences and encounters. Schemata are accepted as interblocking mental structure representing reader‟s knowledge.” 18 _{It means schema is about everything people‟s}

experiences, and readers integrate the new information from the text into their previous information or knowledge. It can be said that organize categories of previous information then combine it into new information.

D.

Picture

1.

The definition pictures

According to Andrew Wright “pictures are the most suitable known the language. Pictures contribute; interest and motivation, a sense of the context of

17

Mark Anderson and Kathy Anderson, op,.cit.,p.4. 18

Abbas Pourhosein Gilakjani and Seyedh Masoumeh Ahmadi,The Relationship between L2 Reading Comprehension and Schema Theory. A Matter of Text Familiarity, (International Journal of Information and Education Technology, vol 1, No 2, 2011), p. 142.

language, and specific references point and stimulus.”19Pictures are good visual aid to present what the text about and to give the stimulus for the students in teaching learning activities. It is stimulate the imagination of the students to explore their mind out from the class. It is important for the teacher to be creative to help the students understand the text better.

Some of English teacher prefer to use picture as one of their teaching technique, it can be found from the book, handout, internet, etc. As the Jim Scriverner states on his book “Pictures and pictures stories can be in a book or handout, drawn on the board or OHP, on flashcards, or on posters. Traditionally they have been used a starting point for writing exercises, but they are also very useful for focusing on specific language points or as material for speaking and listening activities”.20

Based on the explanation above, the writer concludes that pictures are good to be a media in teaching because it can attract students‟ attention by seeing the picture that teacher used. Students can use their imagination and their mind. Therefore, the writer choose picture as a media in teaching reading of narrative text, in order to make the students interesting while studying English and can stimulate the students ability just by seeing the picture.

2.

Kinds of Pictures

Marry Finnochiaro and Michael Bonomo borke down picture into three broad categories:21

a. Picture of individual person or object. The example

19

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press: 1989), p. 2.

20

Jim Scrivener, Learning Teaching: A Guide Book for English Language Teacher (Oxford: Macmillan Publishers Limited), p.334.

21

Marry Finocchiaro & Michael Bonomo, M.S. in Ed, The Foreign Language Learner: Guide for Teachers, (New York: Regents Publishing Company, 2006), p. 164.

b. Picture of situation in which person are “doing something” with objects and in which the relationship of object and/or people can be seen.

c. A series of pictures (six to ten) on one chart. Picture series you may wish several of these chart: for example, one for count nouns, one for mass nouns, one for and mass nouns placed at random.

E.

Teaching Reading Using Picture

Picture is making easy and interest to teach and to facilitate learning. Picture can stimulate students to predict the text and attract the student understand ability dimension to what they are reading. According to Harmer “A reading text will be adorned by a photograph which is not strictly necessary, in the same way as happens in newspaper and magazine articles. The rationale for this clearly that picture enhance the text, giving readers (or students) an extra visual dimension to what they are

reading. Pictures are useful for getting students to predict what is coming next in a lesson. Thus students might look at picture and try to guess what it shows.” 22

F.

Previous Studies

The studies about the use of picture series for language teaching are abounding. First study is by Setianingrum, she did a study about the use of picture series on teaching vocabulary, especially in the second year class at MI Arrohmah Depok. The respondents are 34 students of the second year.23

The second research is by Haryanto, his research is conducted to find the effectiveness of using pictures toward students‟ understanding of preposition of location at the first year of SMPN 164 Jakarta. The respondents are 70 students (35 students of experiment class and 35 students of control class). Based on the research findings, it can be concluded that learning through picture has served a positive influence, so it can be used as an alternative method in learning preposition of location.24

The third research is by Fiqrie, his research is conducted to find the effectiveness of using pictures in teaching reading of procedure text at ninth grade of SMP Negeri 3 Kota Tangerang Selatan. The respondents are classes 9.1 and 9.4. He had been taught reading of procedure text throught pictures in 9.1 class and He had been taught reading of procedure text without pictures in 9.4 class. Based on the reasearch findings, it can be concluded that students comprehension on this kind of text not only affected by pictures but also might be determined by their vocabulary

22

Harmer, op.cit., pp. 178—179. 23

Dwi Setianingrum, Teaching Vocabulary Using Picture, (Jakarta: English Education Departement, 2012).P. 42.

24

Agus Haryanto, The Effectiveness Of Using Pictures Towards Students’ Understanding of Preposition of Location, (Jakarta: English Education Department UIN Syarif Hidayatullah, 2012).P. 40.

mastery and intelligent level of students in both class, particularly in English subject that relatively equivalent.25

The differences of this research with their studies are this research did about the use picture series towards students reading comprehension, especially in narrative text. Participants of this research are second grade students of junior high school. Those all the researcher using picture but they had differences on variable Y. And those all participants mentioned above their participants at Junior High School except Setianingrum she used participants at elementary school.

G.

Thinking Framework

Narrative is kind of story consisting of series of events which is constructed in a chronological order. A narrative not only about an events ended with what the story happened but also narrative is an event which the writer have the purposes to make an interesting text, to entertain the reader, and to make the reader have the experiences same as the text about. This kind of text has become one of the English texts that must be mastered by junior high school students. Therefore, as an English teacher have to be creative, especially in teaching reading how to achieve students‟ understanding of reading text. Because, most of students when they faced English text many students found to be bored and feel difficult to get the message to grasp the meaning of the text.

Therefore, some English teachers can choose several techniques in teaching reading such as using mind map and picture series. Those techniques aim to make the students enjoy reading English text. One of the techniques in teaching reading is using picture series in which it can stimulate students to focus to the picture is given by the teacher in the beginning to read the narrative text.

25

Mochammad Fiqrie,Teaching Reading of Procedure Text Thorugh Pictures, (Jakarta: English Education Departmen UIN Syarif Hidayatullah, 2011). P. 50

Picture series can increase students‟ interest, imagination and idea in creating situation from the story. When teacher shows picture series directly to the students, they will focus and imagine a concept of story from those picture series. Therefore, picture series can help the students to develop their idea.

Related to the picture series and reading, schema theory had great impact to both of theories. Picture can build student‟s schemata, when the teacher shows the picture series she/he gives the narrative text. The teacher explaine what included in the picture series, it gives the information to the students. Then when the students are faced with narrative text they would organize their schemata from the previous information, in the sense they will correlate the new information into previous information from the picture series were explained, it happened reading comprehension.

H.

TheoreticalHypotheses

Research hypothesis is defined as a tentative explanation that accounts for a set of facts and can be tested by further investigation. There are two kinds of hyptheses: Null Hypothesis (H0) and Alternative (Ha). The alternative hyphothesis is

the one we want to be true, the null hyphothesis is the opposite.26 The alternative hypothesis there is a significant difference in teaching reading using picture series and without picture series. The null hypothesis there is no significant difference in teaching reading using picture series and without picture series.

26

28

A.

Place and Time of Study

The research was conducted by the researcher on 13thMarch 2013 until 5th September in 2014. The place for this research study is Islamic Junior High School Al-Fallah at Villa Mutiara - Ciputat - Tangerang Selatan.

B.

Method of Study

In this research, the writer used a quantitative design which was conducted with experimental research design. The experimental research because the researcher had been formed or selected a group, decided what changes will occur in each group, tried to control all relevant factors in addition to the changes she/he introduced, and observed or measured the effect of the group at the end of the study.”1 The research design is Quasi-experimental study.

There were two variables involved in this research. They were reading comprehensionof narrative text as independent variable and picture series as a dependent variable.

The experimental class which is taught reading of narrative text by using picture series then the control class which is taught reading of narrative text without using picture series.

1

C.

Population and Sampling

Population is a place of generalization that consist of subject and object of the research with certain quality and characteristic that are standardized by the researcher in order to learn from them and then to draw a conclusion from them.2This research used purposive technique. In this research the writer took the population at the second year students of Islamic School Al-Fallah Villa Mutiara - Ciputat - Tangerang Selatan.

In this research, the sample of the population was taken from two classes in Islamic School Al-Fallah. The class was divided into three classes, and they are 8.1 (plus), 8.2, and 8.3. The samples are from 8.2 and 8.3., the writer choose those classes because their quantity fulfill for doing the experimental method.

D.

Instrument of Data Collection

Some techniques used in collecting data in this research are: 1. Pre-test

The writer gave the students pre-test for two classes before the lesson began to know in which level the background knowledge of the material students is. The pre-test consisted of 30 questions of written test related to the material.

2. Treatment

The writer taught reading of narrative text in the experimental and control class. She gave both classes the same materials in different technique.The experimental class was taught using picture series while the control class was taught without using picture series.

2

Etta Mamang Sangaji,& Sophia. Metodologi Penelitian: Pendekatan Praktis Dalam Penelitian, (Yogyakarta: Andi Yogyakarta, 2010), p. 185.

3. Post-test

The writer gave the post-test to both classes after the lesson finished. The items of the post-test were similar from pre-test. This test is held in order to know if there any progress before and after teaching and learning activity by using picture series or without picture series.

The result of pre-test and post-test were collected and compared to know the effectiveness of using picture series in teaching reading of narrative text.

E.

Technique of Data Analysis

The next step of the research, the writer will process and analyze the data. The writer analyzes the score pre-test and post-test. This is to find out the differences of students‟ scores by using picture series and without using picture series. The technique of data analysis that is used by the writer in this research is statistic analysis with t-test, the formula is:

With the explanation:

= The value of “t observation”

= Mean of the differences of Experiment Class M2 = Mean of the differences of Controlled Class

SE = Standard Error of Experiment Class

The procedures of calculation are as follows: 1. Determining Mean of Variable X:

∑

2. Determining Mean of Variable Y: ∑

3. Determining Standard of Deviation Score Variable X:

√∑

4. Determining Standard of Deviation Score Variable Y:

√∑

5. Determining Standard Error Mean Variable X:

√

6. Determining Standard Error Mean Variable Y:

√

7. Determining Standard Error of Different MeanVariable X and Variable Y, with formula:

√

8. Determiningto, with formula:

9. Determining Degrees of Freedom, with formula: . 3

F.

Statistical Hypotheses

In order to get the answer of the hypothesis above, the researcher proposes alternative hypothesis (Ha) and null hypothesis (H0) which is provided as follows:

H0 = to<tt

Ha = to>tt

Where:

H0: Using Picture Series method is not effective in students‟ reading

comprehension.

Ha: Using Picture Series method is effective in students‟ reading

comprehension.

If t-test (to) > t-table (tt) in significant degree of 5%, H0(null hypothesis)is

rejected.

If t-test (to) < t-table (tt) in significant degree 5%, H0(null hypothesis)is

accepted.

3

33

A.

RESEARCH FINDINGS

The result of the statistical calculation indicated that value of (t observastion) is 4.87. The degree of freedom is 40 which is obtained from (N1+N2)-2=(23+23)-2=44, the writer used the degree of freedom of significance of 5%, the value of the degree of significance is 2.41.

Comparing the result of with the value of the degree of significance, the result is 4.87 > 2.41. Therefore, there was significant difference between student’s achievements who were taught using picture series who were taught without using picture series.

1. Description of the Data

The experimental class and the controlled class were taught in different technique in teaching reading. The experimental class was taught narrative text using picture series, whereas the controlled class was taught narrative text as some as with the experimental class but without using picture series. The data shown in this part were collected from student’s test score were pre-test and post-test of both experiment class and controlled class.

a. The Data of Experiment Class

Table 4.1

The Score of Pre-Test and Post Test of Experiment Test Students Pre-Test Post-Test Gain Score

1 63 70 7

2 43 73 30

Students Pre-Test Post-Test Gain Score

4 53 77 24

5 73 83 10

6 43 73 30

7 63 73 10

8 57 77 20

9 63 73 10

10 67 80 13

11 53 73 20

12 43 70 27

13 63 73 10

14 40 67 27

15 67 77 10

16 60 77 17

17 63 73 10

18 33 80 47

19 53 67 14

20 40 63 23

21 27 63 36

22 33 50 17

23 43 70 27

Ʃ n = 23 Ʃ X0=1210 Ʃ X1=1655 Ʃ X2=445

AVERAGE 52.60 72 19.35

MAX 73 83

MIN 27 50

From the description of score in experimental class above, it could be seen that from 23 students in the class, the mean of pre-test was 52.60 and the mean of post-test was 72. So, the writer got the mean of gain score was 19.35. Based on the table previously, the highest students’ score in pre-test was 73 obtained by one

student. Meanwhile, the lowest of students’ score in pre-test was 27 by one student.

From differences score obtained between the highest students’ score was 73 and the lowest students’ score was 27 before the students get treatments in using picture

series. And based on the table above, it showed that the highest student’s score in

post-test was 83 by two students. And the lowest students’ score in post-test was 50 by one student. For the differences between the students’ score in prê-test and

students’ score in post-test, it can be conclude that there was a positive effects of

using picture series technique in students’ reading comprehension of narrative text.

b. The Data of Controlled Class

Table 4.2

The Score of Pre-Test and Post-Test of Controlled Class Students Pre-Test Post-Test Gain Score

1 _{67 73 6}

2 _{60 63 3}

3 _{70 80 10}

4 _{70 77 7}

5 _{37 57 20}

6 _{57 73 16}

7 _{80 83 3}

8 _{67 63 -4}

9 70 70 0

10 _{57 63 6}

11 _{67 80 13}

12 _{67 80 13}

13 _{53 63 10}

14 _{60 67 7}

15 _{87 87 0}

16 _{43 53 10}

17 _{60 63 3}

18 _{53 63 10}

19 _{47 60 13}

20 _{50 60 10}

21 _{47 53 6}

Students Pre-Test Post-Test Gain Score

23 _{47 53 6}

Ʃ n = 23 Ʃ X0=1359 Ʃ X1=1524 Ʃ X2=165

AVERAGE 59 66.26 7.17

MAX 87 87

MIN 37 40

From the description of score in controlled class above, it could be seen that from 23 students in the class, the mean of pre-test was 59 and the mean of post-test was 66.26. The writer got the mean of gain score was 7.17. The smallest score in the pre-test was 37 by one student and the highest score was 87 by one student. After the writer giving the treatment without using picture series, the writer gave the students post-test. The data showed in post-test that the smallest score was 23 by one students and the highest score was 87 by one student. From the differences of table 4.1 and 4.2 above it, it can be concluded that there was positive effect in teaching reading comprehension of narrative text through picture series.

Table 4.3

The Comparison between the Experiment Class and Controlled Class

students Experiment Class (X) Controlled Class (Y) x (X-MX) y

(X-MY) x

2

y2

1 7 ₆ -12.35 -1.17 152.52 1.37

2 30 ₃ 10.65 -4.17 113.42 17.39

3 6 ₁₀ -13.35 2.83 178.22 8.01

4 24 7 4.65 -0.17 21.62 0.03

5 10 ₂₀ -9.35 12.83 87.42 164.61

6 30 ₁₆ 10.65 8.83 113.42 77.97

7 10 ₃ -9.35 -4.17 87.42 17.39

8 20 _-4 0.65 -11.17 0.42 124.77

9 10 ₀ -9.35 -7.17 87.42 51.41

students Experiment Class (X) Controlled Class (Y) x (X-MX) y

(X-MY) x

2

y2

11 20 ₁₃ 0.65 5.83 0.42 33.99

12 27 ₁₃ 7.65 5.83 58.52 33.99

13 10 ₁₀ -9.35 2.83 87.42 8.01

14 27 ₇ 7.65 -0.17 58.52 0.03

15 10 ₀ -9.35 -7.17 87.42 51.41

16 17 ₁₀ -2.35 2.83 5.52 8.01

17 10 3 -9.35 -4.17 87.42 17.39

18 47 ₁₀ 27.65 2.83 764.52 8.01

19 14 ₁₃ -5.35 5.83 28.62 33.99

20 23 ₁₀ 3.65 2.83 13.32 8.01

21 36 ₆ 16.65 -1.17 277.22 1.37

22 17 _-3 -2.35 -10.17 5.52 103.43

23 27 ₆ 7.65 -1.17 58.52 1.37

ƩX=19.35 ƩY=7.17 Ʃx= -0.05 Ʃy=0.09 Ʃx 2

=2415. 16

Ʃy2=773 .33

X = Gained score of the experimental class Y = Gained score of the control class

x = The different value of X after compared with the mean of gained score of the experimental class

y = The different value of Y after compared with the mean of gainedscore of the control class

x2= The square value compared to the mean of gained score of experimental class

The data collected from the result of the experimental class using picture series showed the gained score of the experimental class was 445, the gained score of the control class was 165. The different value of X after compared with the mean of gained score of the experimental class was -0.05 and the different value of Y after compared with the mean of gained score of the control class was 0.09. The square value compared to the mean of gained score of the experimental class was 2415.16 and the square value compared to the mean for gained score of control class was 773.33

2. Data Analysis

The formulation of t-test as follow:

The calculation can be seen as follows:

a. Determining Mean of variable X:

∑

b. Determining Mean of variable Y: ∑

c. Determining Standard of Deviation Score of Variable X: √∑ √ √ d. Determining Standard of Deviation Score of Variable Y:

e. Determining Standard Error Mean of Variable X:

√

√

√ f. Determining Standard Error Mean of Variable Y:

√

√

√

g. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:

√

√ √ √

h. Determining to with formula:

i. Determining Degrees of Freedom (df), with formula:

The value of df 44 at the degrees of significance 5% or tt is 2,41.

5% = >tt= 4.87 > 2.41. The comparison between score with

B.

The Test of Hypotheses

The statistical hypothesis of this research can be seen as

1. Null Hypothesis (Ho): there is no significantdifference affectbetween the

students’ reading comprehension of narrative texts using authentic picture series and without using picture series to the second grade students of Islamic School Al-Fallah.

2. Alternative Hypothesis (Ha): there is significant differenceaffect between the (students’ reading comprehension of narrative texts using picture series and without using picture series to the second grade students of Islamic School Al-Fallah.

According to Sudjiono if the result of calculation (t observation) is higher than tt (t table), the null hypothesis (Ho) is rejected. It means that there are significant differences between student’s achievement using picture series and without using picture series. If the calculation of (t observation) is lower than tt (t table): the null hypothesis(Ho) is accepted. It means there is no significant between students’achievement using picture series and without using picture series.

The is obtained from the result of the calculation is higher than tt,so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It

means there was significant difference between student’s achievement in learning using picture series and without picture series.

C.

Data Interpretation

The test of hypotheses showed significant difference of students’ achievement before and after they were taught using picture series. The students’ achievement of experimental class was higher after they were taught using picture series. It was proved by the result of the statistical calculation t observation is 4.87. And t table 2.41 which was obtained from the degree of freedom is 44, the writer used degree of freedom of significance of 5%. Comparing the result t observation with the value of the degree of freedom of significance, the result is 4.87 > 2.41.

The problem that they faced mostly was lazy and lack of vocabulary. In the early the writer taught about reading using picture series the students were showed their enthusiastic alreadyat the beginning the teacher showed the picture. The teacher can interpret that the students interested with the teaching learning activity.

Based on the result of the data analysis, it was proved that the students’ score of reading taught using picture series was better and it was effective to the students

and really made sense for each student. Another reason based on the student’s

responses was because most students found that using picture series was enjoyable and fun.

The effectiveness of using picture technique can be seen from the student’s being enthusiast before learning activity began. The previous problem can be reduced. Based on the data analysis and the discussion above, the writer can interpret that teaching speaking using picture series at the second year students of Islamic School Al-Fallah is proved practically more effective and applicable than without using picture series.

42

Based on the research that carried out in eight grade of Islamic School Al-Fallah Villa MutiaraCiputat academic year 2014/2015, it concluded that using picture series is effective in teaching students’ reading comprehension of Narrative texts.

The result of the statistic said that the result of the statistic calculation indicated that the value of = 4.87 and the value of df(degree of freedom) 44 with significance 5% is 2.41. Comparing the with each values of degree significance, the writer finds that is higher than .The result showed that t-test (to) > t-table (tt)

(4.87> 2.41).

Since score in the table is higher than score obtain from the result of calculating, so the alternative hypothesis ( ) is accepted and the null hypothesis ( ) is rejected.

It can be said that, using picture series toward students’ reading comprehension of narrative texts is effective.

B. Suggestion

The following suggestions hopefully can helpthe teachers when they teach reading and students when they learn about reading in the class.

1. For Teachers

a. Teacher should use picture series in teaching reading can attract the

students’interest. Because they will not just read the text but also know the pictures of the text.

b. Teacher should give the example or story of narrative texts that the students more familiar with those sentences and they can apply it in their daily life.

c. The teacher should be more creative when giving the reading materials especially when they want to teach about narrative text. Because it would make the students not bored to hear and look the text.

2. For Students

a. The students can use a book with a picture to stimulate their reading it would be make the students interested in reading a book etc.

b. The students should develop their vocabulary to find the comfortable in reading.

3. For Further Researcher

a. The researcher can use picture series in teaching speaking and vocabulary. b. The researcher should be more creative to give the picture series such as

moving pictures.

c. The researcher gives some games from the picture to stimulate the students enthusiastic.

As stated above, the writer believes that using picture series give a positive effect for the students. Using picture series in teaching reading can be a solution and an alternative way for teacher to make the students more interesting in reading class.

REFFERENCES

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Anderson, Mark and Anderson.Kathy.Text Type in English. South Yarra: Macmillan Education Australia, 1998.

BcahmanGordon, Jane and Kuehner, Karen.Fiction: The Elements of the Short Story. New York: McGraw-Hills company, 1999.

Emzir.MetdologiPenelitianPendidikan, Jakarta: Rajawali Press, 2012.

Fine Clouse, Barbara.Patterns For A Purpose: A Rhetorical Reader. New York: McGraw Hills, 2003.

Finocchiaro, Marry &Bonomo, Michaelin Ed.The Foreign Language Learner: GuideFor Teacher.New York: Regent Publishing Company, 1973.

Fiqrie, Mochammad. Teaching Reading of Procedure Text Through Pictures.Jakarta: English Education Department UIN SyarifHidayatullah, 2011.

Flynn, Naomi and Stainthrop, Rhona.The Learning and Teaching of Reading and Writing.London: Whurr Publisher Limited, 2006.

Gebhard, Jerry G.Teaching English as a Foreign or Second Language.Michigan: The University of Michigan, 1996

Grabe, William and L. Stoller, Fredericka.Teaching and Researching Reading, Harlow: Longman Pearson Education Limited, 2002.

Grellet, Francoise.Developing Reading Skills, Cambridge: Cambridge University Press, 1999.

Harmer, Jeremy.The Practice of English Language Teaching, Harlow: Pearson Education Limited, 2007.

Haryanto, Agus.The Effectiveness of Using Pictures TowardsStudents’ Understandingof Preposition of Location.Jakarta: English Education Department UIN SyarifHidayatullah,2012.

Husna,Nida. Step by Step to Reading Skills Step 1 First Edition, Jakarta: English Education Department SyarifHidayatullah Jakarta.

MamangSangajiandSophia.MetodologiPenelitian:PendekatanPraktisDalamPenelitia n.Yogyakarta: Andi Yogyakarta, 2012.

Muijs, Danile. Doing Quantitative Research, London: Sage Publications, 2004. Nuttal, Christine. Teaching Reading Skills in a Foreign Language, Oxford: The Bath

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Oshima, Alice and Hogue, Ann. Introduction to Academic WritingThird Edition.White Plains: Longman, 2007.

Scrivener, Jim. Learning Teaching: A Guide Book for English language Teacher.Oxford: Macmillan Publishers Limited.

Setianingrum, Dwi. Teaching Vocabulary Using Picture, Jakarta: English Education Departement, 2012.

Siahaan, Sanggam&Shiroda, Kisno.Generic structure Text, Yogyakarta: GrahaIlmu, 2008.

Sudjiono, Anas. PengantarStatistikPendidikan. Jakarta: RajawaliPress, 2012.

WallceGillet, Jane et al. Understanding Reading Problem.London: Whurr Publishers Limited, 2006.

Wright, Andrew.Pictures for Language Learning. Cambridge: Cambridge University Press, 1998.

Name : Class :

Read the text and answer the question number 1 to 3.

Long, long ago, a terrible dragon came to the Kingdom of Tarrania. It carried away the Princess. “Oh, save my Princess,” the King of Tarrania shouted. “Who can save Princess Tara?”

“I can save Princess Tara. I‟m the bravest knight in your kingdom,”Prince Gregor said proudly. “I can save her too, but I‟m the poorest boy in your Kingdom,” Thomas said humbly.

“You? Ha …. ha …. “Prince Gregor laughed loudly. “How can you save the Princess? You have no soldiers and no swords. I‟ll save the Princess, beggar boy.”

Ready! Get set! The terrible dragon roared. Prince Gregor and his soldier ran away. On the other hand, Thomas did not run away. He opened his basket and took a ladder, a flute, a rope, a piece of meat, a spear and a blanket. Thomas ran into the cave to catch and kill the dragon. At last, he saved Princess Tara.

Thomas and Princess Tara finally married and lived happily after. 1. Who was the real strongest in the story?

A. Thomas. B. The King. C. The Poorest Boy D. Prince Gregor

2. “Prince Greoger and his soldier ran away.”

The underline word has the same meaning as …. A. Fight

B. Deny C. Escape D. Go away

3. What is the purpose of the text? A. To report a past event B. To describe a kingdom

D. To entertain someone else

Read the text and answer the question number 4 to 5

Long time ago there were two thin goats. Both of them were hungry. They were tied together with a brown rope. They wanted to eat the green leaves from two separeated bushes. One bush was on the left. The other bush was on the right.

The goats thought they could do everything on their own. The first goat to go the bush on the left, but the second goat wanted to go to the bush in the right. However, the rope was short. They tried and tried but they could not reach the bushes. They were very sad.

Then, the goats decided to work together. First, they are the leaves of the bush on the right. Then, they ate the leaves on the left. The leaves were delicious. They were happy.

4. What is the main idea of paragraph 2?

A. The goats thought they could do everything on their own B. They tried and tried but they could not reach the bushes C. The second goat to go to the bush on the left

D. The first ahd the second goat were very sad 5. “The leaves were delicious.” (paragraph 3).

The underlined word means …. A.Feeling pleasure

B. Giving nice taste C.Tasting unpleasant D.Having great color

Read the text and answer the question number 6 to 8

Miss Crow has stolen a big piece of cheese and flew on a branch to enjoy it. A sly fox, who wanted the cheese for himself, came up and spoke politely to her.

“Oh, Miss Crow, how beautiful you are! What a lovely beak, what a lovely feathers you have! What a preety eyes! If you only could sing, you would be the most beautiful bird in the world!”

Very pleased to hear all of this about her, Miss Crow gave a loud croak to show that she could sing. Of course the moment she opened her beak, the cheese fell down. And Mr. Fox ran away with it, laughing loudly.

A. Don‟t ease to trust someone else B. Don‟t make a friend with a fox C. We are proud of our ability D. A fox is a selfish bird

7. “…. And Mr. Fox ran away with it, laughing loudly.” The word “it” refers to ….

A.The cheese B. The branch C.The croack D.The beak

8. Which on is NOT TRUE according to the text? A.The fox loves the crow

B. The eyes of the crow were pretty C.The cheese fell down on the branch

D.The crow flew on a branch to enjoy the cheese Read the text and answer the question number 9 to 11

Once upon a time there was a prince. He was a good looking and very rich. He lived in a beautiful castle together with his knights and servants.

One rainy dark night, a woman came to his castle. She was old and ugly. The prince didn‟t like her and sent her away. After he sent the woman away, she turned into a beautiful fairy. She cast a spell over the prince and his castle.The prince became the beast. He was no longer good looking. He looked very ugly instead and all his servants turned into furniture.

One day, an old man named Maurice was traveling past the castle. It was raining so hard that he decided to enter the castle. When the beast saw him, he captured him. After sometime Maurice‟s daughter, Belle began to worry about him.

She started to look for him. Finally, she arrived in the castle and she found her father there. She asked the beast to let her father go but he refused. Belle then agreed to stay in the castle so that her father could go home.

While Belle was staying at the castle the beast slowly changed. He was not meant anymore. Belle began to like him and finally they fell in love with each other. Right after she declared her love for him the spell was broken. The beast and her

happily ever after.

9. How was the night when an old and ugly woman came to the prince‟s castle? A. It was wonderful C. It was rainy

B. It was fantastic D. It was clear 10. What does the text tell us about?

A.The story of the prince who felt in love with Belle B. The story of the prince with a beautiful fairy C.The story of Belle with her poor father D.The beast and the servant became human 11.What is the purpose of the text about?

A.To infrom about the prince who wanted to marry a beautiful girl B. To describe the castle and the prince in a rainy and dark night C.To tell Belle and her father to live in a castle with the prince D.To entertain others with an old and educated story

Read the text and answer the question number 12 to 14

The wind and the sun argued about which of them was the stronger. The wind said, “I‟m so powerful that I can blow all the clouds out of the sky. The sun said, “I am more powerful because I can heat up the sea below and his will produce many more clouds.”

For a long time, the sun and the wind went on arguing. Just then, they saw a boy walking along the road below. He was wearing a coat. The wind suddenly had an ide. He said, “Let‟s see who can get the coat off that boy‟s back.” The sun agreed.

The wind started first. He blew as har as he could. He blew form behind and he blew from in front of the boy. The harder he blew, the more tightly the boy held on to his coat to keep it from blowing away. After a while, the wind gave up.

Then it was the sun‟s turn. It came out from behind the clouds and shone on the boy. The boy felt warm. It began to get hotter and hotter. Soon the boy could not stand the heat any longer. He took coat off. The sun had won.

12. Who was the winner of arguing the story above?

A.The sun C. The coat

Dora Saved the Echanted Forest

Once upon a time, there was a magical land called the Enchanted Forest. King Unicornio, a kind and fair leader, ruled over the forest. All of the creatures there were free to do what they wanted to do. Honeybees could sing. Puppy dogs could try to fly. Oak trees could hide and seek.

One sad day, everything changed. King Unicornio had to leave the Echanted Forest. The Kind and fair leader gave his crown to Owl and asked him to watch over the kingdom. But Owl was not kind and fair like Unicornio. He made new rules. He said that bees could not sing and dogs coulld not try to fly. When Unicornio returned, Owl did not want to give the crown back. The sneaky bird led the Unicornio into a trap! Owl had his mini-owls put a crack in the dam, and king Unicornio had to use his

magic horn to plug the crack. If Unicornio didn‟t stay where was, the Enchanted

Forest would flood. So all of the creatures in the forest had to keep following Owl‟s

unfair rules. The creatures of the Enchanted Forest were not happy with Owl‟s rules.

They wanted Unicornio to be their king, not Owl. They talked and talked. They knew there was only one person who could help them. Dora!

Rabbit set out from the forest to look for her. He hopped through the Fairy Tunnel. He hopped past the Elf Gardern. He hopped across the Cornfield. He found

Dora and Boots jumping in the fall leaves outside of Dora‟s house. “Dora, Boots,

vegan rapido!” Rabbit called to his friends. “I know if you come, you can save thhe Echanted Forest. We have got to resccue Unicornio so he can be king again!” We

have got to find the quickest way to Enchanted Forest,

“Dora answered.”Map can help us!” Dora and Boots headed down the path to get to the Cornfield. There they saw a scarecrow perched on his pole. “Hola, Scarecrow!” Dora called. “can we go through the Cornfield?”. “We have to rescue king Unicornio!” Boots added. Before the Scarecrow could answer, Owl flew by. He did not want to help Unicornio. He wanted to be king forever. He told mini-owls to pile up lots and lots corn. Dora and Boots could not get to the Enchanted Forest. Scarecrow was happy to help Dora and Boots find a way to clear the path.”Owl made

a new rule,” Scarecrow told them.”He said that Scarecrow and crows can not go into the Enchanted Forest anymore.”That is not fair!” Dora and Boots cried. Dora watched

as Scarecrow chased away four crows that were trying to pick up corns from the

Dora and Boots raced down the path to the Elf Garden. Before they could get across the bridge that led to the garden, Owl flew by. He did not want Dora to help Unicornio. The owl told the mini-owls to take the screws out of the bridge. Dora and Boots could not get to the Enchanted Forest. The elves helped Dora and Boots they fix the bridge together. The elves were happy to help Dora and Boots find a way to

fix the bridge. The elves told them “ the Owl made a new rule” that the elves can not

go into Enchanted Forest anymmore. Up ahead, the firefly fairies were shimmering around a patch of sunflowers. They collected light from the flowers to make their tails glow. Dora knew the fairies could use their light to show them the way through the dark tunnel. Before they arrived to the tunnel, Owl flew by. He did not want Dora helps Unicornio then he told the mini-owl to blow out the fairies‟ light. Dora and Boot could not get to the Enchanted Forest. The fairies were happy to help Dora and Boots find a way through the tunnel, as before the Owl made a new rule that the fairies can not go into Enchanted Forest anymore. Dora and Boots were ready to rescue the Unicornio. They made it across the Cornfield past the Elf Garden, and through the Fairy Tunnel. There was just one thing left for them to do. They had to open the magic door that led to Enchanted Forest. After they crossed through magic door, Dora and Boots were sad to see how much the Enchanted Forest had changed. There were no scarecrows in the forest. There were no elves in the forest. There were no fairies in the forest. Owl even told the squirrels that they were not allowed in the

Enchanted Forest anymore. Rabbit came hopping to Dora and Boots. “I will take you to Unicornio, quick,” he wishpered to them. “He is protecting the forest with his horn.” Dora said “we have got to help him!‟. The Owl told to the mini-olws to make more leaks. Dora and Boots had to stay to plug the dam too.

Dora looked over at the kind and fair Unicornio. He was so brave and loyal.

He was not just a great leader, he was a good friend, too. “Good friends that is it!” Dora cried. “We made lots of friends today. Maybe they can help us one more time.”

Dora and Boots thought about the elves were really good fixing things, so Dora sent

Rabbit to go get them. “Tell the elves to bring their tools!” she called to Rabbit as he hopped away. Quick as flash, the elves came with their tools. They were eager to fix dam so that Unicornio could return to the Enchanted Forest. Once the dam was all fixed up, it was time for the friends to head back into the Enchanted Forest and get

Unicornio‟s crown back. All of the creatures wanted Oel to leave the forest. But that was npt fair either. The Enchanted Forest was for everyone! “Owl, you are very

smart, but you must learn to get along with others and treat everyone fairly,”

Owl was told to invite everyone to the biggest party the Enchanted Forest has ever seen. The Owl returned the crown to King Unicornio. All of the creatures celebrated King Unicornio‟s return to the thorne. They danced and sang as fireworks flashed in the sky.