Improving Students’ Understanding Of Narrative Text Through Story Mapping (A Classroom Action Research In The First Year Of Smp N 245, Jakarta)
By:
ABDUL AZIZ MANSUR NIM: 106014000328
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH JAKARTA 2014
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ABSTRACT
Abdul Aziz Mansur (NIM: 106014000328). Improving Students’ Understanding
of Narrative Text Through Story Mapping; A Classroom Action Research in the Second Year of VIII-6 Class of SMP N 245 Jakarta. Skripsi of English Education of Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2013.
One of the problems which are still faced by the students in learning English is in understanding of narrative text. The students still got difficulties in identifying the main idea, the schematic structures, and plot of the story of narrative text. Thus, the students did not understand the text that they have read. Based on those facts, the writer tried a strategy in teaching narrative text which could help the students easy to understand narrative text, stimulate the students to be active, it was Story Mapping.
This study was carried out to know whether story mapping can improve the students in the second year of VIII-6 class of SMP N 245 Jakarta in understanding narrative text. The object of this study was consisted of 32 students ‘VIII-6 class.
The method used in this study was Classroom Action Research (CAR). The classroom action research design applied in this study was a collaborative classroom action research. It meant that the writer collaborated with the English teacher of SMP N 245 Jakarta as an observer and collaborator.
The result of this study showed that there was improvement of the students’ ability in reading narrative text through story mapping. In the last result or in posttest 2 showed that the student’s mean score was 77.50, and 81.25% or 26 (Twenty Six) students got score above the target of achievement of Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) of English lesson, it was 71(Seventy One). Besides, those data showed that students achieved the target of Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) of English lesson, it was 75 %. Based on the data, it could be concluded that using story mapping in teaching narrative text can improve the students’ understanding of narrative text.
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ABSTRAK
Abdul Aziz Mansur (NIM: 106014000328). Improving Students’ Understanding
of Narrative Text Through Story Mapping; A Classroom Action Research in the Second Year of VIII-6 Class of SMP N 245 Jakarta. Skripsi of English Education of Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2013.
Salah satu masalah yang sering dihadapi siswa dalam mata pelajaran bahasa Inggris adalah dalam memahami teks naratif. Masalah tersebut antara lain siswa masih menghadapi kesulitan dalam menentukan gagasan utama, menentukan skema, dan memahami alur cerita dari teks naratif yang diajarkan oleh guru didalam kelas. Oleh karen itu, penulis mecoba menerapkan strategi pengajaran teks naratif yang membuat siswa mudah memahami teks naratif, berperan aktif didalam proses belajar mengajar didalam kelas yakni dengan menggunakan story mapping.
Tujuan dari penelitian ini adalah untuk mengetahui apakah siswa kelas VIII-6 SMP Negeri 245 Jakarta dapat memahami bacaan teks naratif dengan menggunakan story mapping. Disamping itu, tujuan dari penelitian ini adalah untuk menggambarkan tentang penggunaan atau penerapan story mapping dalam meningkatkan kemampuan membaca siswa memahami teks naratif.
Penelitian ini termasuk dalam kategori Penelitian Tindakan Kelas (PTK). Penilitian ini merupakan penelitian kolaborasi, dimana penulis dan guru bahasa Inggris SMP Negeri 245 berperan sebagai peneliti dan pengajar atau instruktur dengan penekanan penyempurnaan atau peningkatan proses pembelajaran teks naratif.
Hasil dari penelitian ini menunjukan adanya peningkatan kemampuan membaca siswa setelah menggunakan story mapping dalam memahami teks naratif. Hal itu terlihat dari adanya peningkatan kemampuan siswa dari hasil pretest sampai dengan posttest 2. Berdasarkan ketetapan SMP Negeri 245 jakarta, Kriteria Ketuntasan Minimal (KKM) siswa untuk mata pelajaran bahasa Inggris adalah 71 (Tujuh puluh Satu). Data terakhir yakni dari posttest 2 menunjukan nilai rata-rata siswa adalah 77.50, dan 26 (Dua Puluh Enam) atau 81.25% siswa melampaui KKM. Data terakhir tersebut menunjukan siswa sudah memenuhi atau melampaui target pencapaian KKM yakni 75%. Berdasarkan data tersebut menunjukan bahwasanya penerapan story mapping dapat meningkatkan kemampuan siswa dalam memahami teks naratif.
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ACKNOWLEDGEMENTS
In the name of Allah, the Beneficent, the Merciful. All praise be to Allah for all the blessing, so the writer can finish this paper. Peace and blessing be upon Prophet Muhammad SAW, his families, his relatives, and his followers.
This paper is presented to the Department of English Education, the Faculty of Tarbiya and Teachers’ Training State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of the requirements for the degree of Strata 1 in English Language Education.
The great expression of his gratitude is addressed to his beloved mother Jaiyah and his beloved father the late To’at Muhammad Yatin, who always help, support, and prays for him to finish this paper.
Next, the writer would like to express his gratitude to his honorable advisor; Nida Husna, M.Pd, MA TESOL who always gives advices and guidance for the writer to finish this paper. The writer wishes may Allah bless her and her family.
Besides, the writer would also special thanks to:
1. Dra. Nurlena Rifa’i, MA, Ph.D, as the Dean of Faculty of Tarbiyah and Teacher’s Training.
2. Drs. Syauki, M.Pd. and Zaharil Anasy, M. Hum, as Head and Secretary of the English Department.
3. All lecturers in the English Department, for teaching precious knowledge, sharing Philosophy of like and for giving wonderful study experience.
4. Dra. Hj. Farisa, M.Pd, the headmaster of SMP N 245, Jakarta. 5. Dra. Rita Herawati as the English teacher of SMP N 245, Jakarta. 6. All of the teachers of SMP N 245, Jakarta.
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7. All of the students in the second year of SMP N 245, Jakarta. 8. My lovely brothers and sister
9. All friends in English Department 2006 academic year
Finally, the writer realizes that this paper is far from being perfect. It is a pleasure for him to receive criticism and suggestion for improving this paper.
Jakarta, January 2014
The Writer
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TABLE OF CONTENTS
Page
ENDORSEMENT SHEET ... i
ABSTRACT ... ii
ABSTRAK ... iii
ACKNOWLEDGMENTS ... iv
TABLE OF CONTENTS ... vi
LIST OF TABLES ... ix
LIST OF FIGURES ... x
LIST OF APPENDICES ... xi
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Limitation of the Study ... 4
C. Formulation of the Study ... 4
D. Objective of the Study ... 4
E. Significance of the Study ... 4
CHAPTER II THEORETICAL FRAMEWORK A. Reading ... 5
1. Definition of Reading ... 5
2. Purpose of Reading ... 6
3. Reading Skills and Strategies ... 7
B. Narrative Text ... 9
1. Definition of Narrative Text ... 9
2. Purpose of Narrative Text... 10
3. Schematic Structures of Narrative Text ... 10
4. Grammatical Features of Narrative Text ... 12
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1. Definition of Story Mapping ... 14
2. Purpose of Story Mapping ... 15
3. Technique of Using Story Mapping ... 16
4. Advantage and Disadvantages of Story Mapping ... 18
D. Teaching Narrative Text by Using Story Mapping ... 19
CHAPTER III RESEARCH METHODOLOGY A. Time and Place of the Study ... 20
B. Subject and Object of the Study ... 20
1. Subject of the Study……… 20
2. Object of the Study………. 20
C. Method of the Study………. 21
D. The Writer’s Role on the Study………. 21
E. Research Design………... 22
F. The Classroom Action Research (CAR) Procedure ... 24
1. Planning Phase ... 24
2. Acting Phase ... 24
3. Observing Phase ... 25
4. Reflecting Phase ... 25
D. The Technique of Collecting Data ... 26
1. Interview………. 26
2. Observation………. 26
3. Field Notes……….. 26
4. Test……….. 27
E. The Technique of Data analysis ... 27
F. The Criteria of the Action Success ... 29
CHAPTER IV RESEARCH FINDINGS A. Before Implementing the Action ... 30
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2. The Result of Pre Questionnaire ... 31
3. The Result of Pre Test ... 36
B. The Implementing of Classroom Action Research……... 37
1. Findings of the First Cycle ... 37
b. Planning ... 37
c. Acting ... 37
d. Observing ... 39
e. Reflecting ... 41
2. Findings of the second Cycle ... 42
a. Planning ... 42
b. Acting ... 42
c. Observing ... 44
d. Reflecting ... 48
C. Discussion of the Data after Implementing CAR ... 49
a. The Result of Post Questionnaire ... 49
b. The Result of Post Interview ... 53
B. The Interpretation of the Data ... 54
1. Data of Observation ... 54
2. Data of Questionnaire ... 55
3. Data of Interview ... 55
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 56
B. Suggestion ... 57
BIBLIOGRAPHY ... 58
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LIST OF TABLES
Page Table 3.1 The Schedule of the Classroom Action Research ... 32 Table 3.2 Analytic Scoring Rubric of Narrative Writing ... 36 Table 4.1 The Result of Pre Questionnaire ... 40 Table 4.2 Students’ Participation Result on the Teaching and
Learning in the 1st Cycle ... 44 Table 4.3 Students’ Participation Result on the Teaching and
Learning in the 2nd Cycle ... 49 Table 4.4 Students’ Reading Score of Pretest, Posttest 1, and Posttest 2 .... 52 Table 4.5 The Result of Post Questionnaire ... 54
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LIST OF FIGURES
Page Figure 2.1 The Example of Schematic Structure of Narrative Text ... 11 Figure 2.2 The Example of Grammatical Feature of Narrative Text ... 13 Figure 2.3 The Graphic of Story Map ... 17 Figure 3.1 Classroom Action Research Design of Kurt Lewin
……… 22
Figure 3.2 The Description of Implementation of Classroom Action Research
……… 24
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LIST OF APPENDICES
Page Appendix 1a Interview for the English Teacher in the Preliminary Study ... 60 Appendix 1b The Result of Interview in the Preliminary Study ... 61 Appendix 2a Interview for the English after Classroom Action Research…….63 Appendix 2b The result of Interview after Classroom Action Research ... 64 Appendix 3a Questionnaire for Students in the Preliminary Study ... 67 Appendix 3b The Result of Questionnaire in the Preliminary Study ... 69 Appendix 4a Questionnaire for Students after Classroom
Action Research ... 72 Appendix 4b The Result of Questionnaire before Classroom
Action Research ... 73 Appendix 5a The Sample of Students’ Reading Narrative Text in Preliminary..74 Appendix 5b Students’ Reading Narrative Text Scores
in the Preliminary Study ... 79 Appendix 6a The Sample of Students’ Reading Narrative Text
in the Cycle 1 ... 81 Appendix 6b Students’ Reading Narrative Text Score in the Cycle 1... 97 Appendix 7a The Sample of Students’ Reading Narrative Text
in the Cycle 2 ... 94 Appendix 7b The Students’ Reading Narrative Text Score
in the Cycle 2 ... 94 Appendix 8 The Students’ Field Notes in Pre-Observation ... 96 Appendix 9 The Students’ Field Notes in the First Action of First Cycle ... 97 Appendix 10 The Students’ Field Notes in the Second Action of First Cycle ... 98 Appendix 11 The Students’ Field Notes in the First Action of Second Cycle ... 99 Appendix 12 The Students’ Field Notes in the Second Action of Second Cycle.
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Appendix 13 Lesson Plan in the First Cycle ... 101 Appendix 14 Lesson Plan in the Second Cycle ... 108
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CHAPTER I INTRODUCTION
This Chapter presents the general account of the present study. It covers background of the study, formulation of the problem, aim of the research, and contribution to the research.
A. Background of the Study
Every language has its own rules and skill. When students learn English they will learn the four language skills, such as listening, speaking, reading, and writing. As one of the language skills, reading has an important role to increase our knowledge. For instance, by reading newspaper, magazine, academic books and the others we can get a lot of information, knowledge, and the new thing certainly. Therefore, the ability to read the text in any form will give great advantage in our life.
There are many kind of reading texts that should be learned by High School in Indonesia. One of reading text types that second year of Junior High School students learn and should be mastered is narrative text. Narrative text is one of text type which tells about story or events to entertain or to inform the reader or listener.1
Based on the writer’s experience during in teaching second year class at SMPN 245 Jakarta, most of the students still faced the difficulties in learning narrative text. Consequently they are still difficult to achieve the minimal mastery level criterion (KKM) considering English Subject gains score 71 (seventy One).
Based on the interview result with the teacher on 3rd May 2013 about students’ reading test, there are some problems faced by students while they are reading the material. First, most of them just are able to pronounce the word without comprehending the meaning of the text. Second, many students are difficult to understand in longer reading
1
Mark and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan, 2003), p. 6
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material which contains a story. Third, they cannot recognize rhetorical structures which are consist of orientation, complication or problem and resolution. The effect is they do not understand plot of the story.
Based on the interview some students which is started from 7th to 10th May 2013, the writer found that the students got bored during reading activities because their teacher often asks them to read then asks them to translate the text. After that, the teacher usually gives the students exercises about the story. Besides, the students’ physical condition, their interest to the material, and the difficulty of the text selections made students seldom to participate in reading activities. It usually causes they become bored then did not pay attention to the teacher’s explanation.
According to some causes above, the writer considers that it should be solved by creating suitable and interesting techniques which suitable with the condition in the class and give a chance for students to participate during reading activities. It is similar with Soemardi which stated that techniques depend on the teacher. The teacher can use his or her creativity to solve the various problems in the class.2
Based on the description above, the writer wants to propose one of the teaching techniques in improving reading comprehension especially in narrative text that is by using story mapping. Story mapping is a visual representation of a story which provide an overview what story talk about through a graphic or semantic map visualization which consist of characters, setting, problem, goal, events and resolution.3 Therefore, the writer assumes that students need to learn how to organize ideas to create stories, or to summarize the contents of a story after reading a story to improve their reading comprehension.
2
Mulyanto Soemardi, Pengajaran Bahasa Asing: Sebuah Tinjauan dari Segi Metodologi, (Jakarta: Bulan Bintang, 1975), p.14
3
Pamela J. Farris, Carol J. Fuhler, Maria P. Walter, Teaching Reading: A Balanced
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Finally, in this research the writer will try to apply Story Mapping Technique as a strategy in teaching reading especially in narrative text. In this case, the writer will do an action research entitled “Improving Students’ Understanding of Narrative Text through Story Mapping (Classroom Action Research at the Eighth Grade of SMP N 245, Jakarta)”.
B. Limitation of the Study
The scope of the study focuses on story mapping to improve students’ reading comprehension in narrative text at SMP N 245, Jakarta. The writer limits the study only by applying story mapping in teaching narrative text to the second grade students at SMP N 245, Jakarta.
C. Formulation of the Study
To make the study easy to understand, the writer formulates the problem as follow: “Can story mapping improve students’ understanding of narrative text at SMP N 245, Jakarta?.
D. Objective of the Study
Based on the formulation above, the objective of this study is to know whether story mapping can improve students’ understanding of narrative text at SMP N 245, Jakarta.
E. Significance of the study
The results of this study are expected to the English teacher, students, and writer. To English teachers, the result of this study could help them applying to appropriate method in learning narrative text by using story mapping.
To students, the result of this study is expected to create interactive and enjoyable learning so the understanding of the students will be improved.
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And to writer, this research is expected to widen his knowledge about teaching reading strategy, especially knowledge about story mapping technique in teaching narrative text.
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This chapter covers some theories related to the study. The discussion focuses on the reading, narrative text, and story mapping
A. Reading
1. The Definition of Reading
Generally, when people read a text, they are not only saying or pronounce the words but also they need to understand the message from the text. In this sense, Arthur W. Heilman stated that reading is more than mechanical process such as pronouncing word correctly although mechanics are an essential part of the process but also the recognition of meaning.1 It means that reading is not only to get the information from the text passively but also a thinking process to understand the meaning. That statement is in line with Jeremy Harmer who stated that reading is a practice which is dominated by the eyes and the brain.2
From the definitions above, it shows that reading is a thinking process and more than producing the words. That is why we call that reading is a complex process. It similar with Arthur W. Heilman who stated that reading is a complicated process because reading need mechanical and comprehension skills, and those skills are influenced by the reader‟s attitudes, knowledge, and past experience.3 Thus, the readers should do that if they want to get the information or the idea from the text. If they do not do that, they will get nothing. It is similar with Jeremy Harmer that states:
Reading is an incredible active occupation. To do it successfully, we have to understand what the words mean, see the pictures the words are painting, understand the arguments, and work out if we agree with them. If we do not do these things – and if students do not do
1
Arthur W. Heilman, Principles and Practices of Teahing Reading, (Boston: Charles E. Merrill Publishing Company 1967) p. 8
2
Jeremy Harmer, The Practice of English language Teaching, (New York: Longman, 1983), p. 153-154.
3
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these things – then we only just scratch the surface of the text and we quickly forget it. 4
The definition above shows that reader needs skills and strategies to read the text or to comprehend the messages. Thus, comprehension becomes the main purpose of the reading process.
According to William Grabe and Fredricka K. Stoller, reading is the
reader‟s ability in taking information from the text and combine it with theirs knowledge or information that they already has. It means that the readers‟ ability
to understand the author‟s message is influenced by their background knowledge with the topic in the text. The readers have to be able to use their prior knowledge in order to help them to understand the texts that they read. If they do not have background knowledge or information about the materials that they read, they will face some difficulties in understanding the texts or they have to work hard to understand it.
In addition, Pamela states that reading comprehension is the process of making meaning from the text. 5
In sum up, the writer take a conclusion that reading is a process of thinking in getting meaning from the text through some skills and connecting the information from the text with the reader‟s prior knowledge.
2. The Purposes of Reading
The reader reads the reading material is influenced by their purpose in reading. In this sense Asher Cashdan stated that the reader reads the text depends on his or her own purpose. The students may read the text to prepare the examination, to find out the information, or just to spent their time.”6
4
Jeremy Harmer, How to Teach English, (Edinburgh: Addison Wesley Longman Limited, 1998), p. 70
5
Pamela J. Farris, Carol J. Fuhler, Maria P. Walter, Teaching Reading: A Balanced
Approach for Today’s Classrooms, (New York: Mc Graw-Hill Companies, Inc, 2004)p. 321. 6
Asher Cashdan, Language, Reading, and Learning, (Boston: University Park Press, 1979), p. 75.
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In a line with the description above, Rivers and Temperly stated that there are some reasons that students may need or want to read. The list as follows:
a) To obtain information for some purpose or because curious about some topic
b) To obtain instruction on how to perform some task for our work or daily life
c) To keep in touch with friends by correspondence or to understand business letters
d) To know when or where something will take place or what is available e) To know what is happening or has happened (as reported in newspapers,
magazines, reports)
f) For enjoyment or excitement.7
From the explanation above, the writer concludes that there are purposes for reading which are to get the information and to have fun. In other words, one wants to read texts because he or she wants to get information and he or she wants to read because the texts are interesting for them.
3. Reading Skill and Strategies a. Reading Skill
The way to become a good reader is through practice.8 The readers need operate their eyes and mind to get the message from the text that they have read. They will forget the text if they just scratch the text.9 Thus, the readers need some skills to become a fluent reader. According to Harmer there are some reading skills, they are:
a). Scanning
In this skill the readers do not need to read every word to get information from the text that they read, but they need to concentrate with the information they are looking for. For the example, the readers need to
7
Rivers and Temperly in Jo McDonough and Christopher Shaw (ed), Materials and Methods in ELT, (Malden:Blackwell Publishing, 2003), p. 90
8
Nida Husna, Step by Step to Reading Skill, (Jakarta: Faculty of Tarbiya and Tachers Training Syarif Hidayatullah State Islamic University,) p. 12
9
Jeremy Harmer, How to Teach English, (Edinburgh: Addison Wesley Longman Limited, 1998), p. 70
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be able to scan the text when they are looking for a name, a number, and other details from the text.
b). Skimming
In skimming the readers need to read every word because the target is to get a general idea of what the text talk about.
c). Reading for detailed comprehension
The students often have to be able to access the text for detailed information. The information required can be of many kinds. Thus, the teacher need to teach reading with emphasize on scanning and skimming and the teacher should do the best to give a mixture of materials and activities so that the student can practice using scanning and skimming with English text.10
b. Reading Strategies
According to Rubin in Anderson‟s book states that there are strategies in reading, they are:
a) Keep the meaning of a passage in mind while reading and use it to predict meaning
b) Skip unfamiliar words and guess their meaning from remaining words in a sentence or later sentences
c) Circle back in the text to bring to mind previous context to decode an unfamiliar words
d) Identify the grammatical function of an unfamiliar word before guessing its meaning
e) Examine the illustration and use information contained in it decoding
f) Read the title and draw inferences from it g) Recognize cognates
h) Use knowledge of the world to decode an unfamiliar word i) Skip words that may add relatively little to total meaning.11
10
Jeremy Harmer, How to Teach English, (New York:Pearson Education Limited, 2007), p. 101
11
J. Charles Anderson, Assessing Reading, (New York: Cambridge University Press, 2000), p. 310
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B. Narrative Text
1. Definition of Narrative Text
Generally, there are two main categories of texts, they are literary and factual.12 Narrative is one kind of literary text beside poetic, dramatic, and response which tells a story with the purpose to entertain the reader or audience.13 Meanwhile, according to Greasser narrative shows the events which are organized in schematic structure, and the reader could predict it.14
From the statements above, it shows that narrative is one of reading text which tells about story or events and has main purpose to entertain the reader.
In addition, narrative text requires a content background for understanding. According to Pamela J. Farris reading a narrative text in a historical period or related to a scientific finding usually necessitates having some related knowledge in that specific area.15 On the other word, the reader who reads narrative text needs to become familiar with the previously reviewed literary elements of character, setting, problem and solution, theme, and writing style.
There are many types of narratives. Narrative can be imaginary or factual. Mark and Kathy Anderson classified types of narratives; they are humor, romance, crime, real-life fiction, mystery, fantasy, science fiction, diary-novels, and adventure.16 Meanwhile, there can be a combination of narratives from those different types such as; a crime novel could also include romance and mystery, an adventure narrative could include humor and romance.17
12
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MACMILLAN, 2003), p.ii
13
Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: MACMILLAN, 2003), p.6
14
Greasser in Thom Hudson (ed), Teaching Second Language Reading, (New York: Oxford University Press, 2007), p.179
15
Pamela, op. cit.,p. 496. 16
Anderson. loc. cit.
17
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2. The Purpose of Narrative Text
Basically, the purpose of narrative text is to entertain the readers. So, the readers are expected to be able to enjoy the text which being read. Similar with that purpose, Andersons states that the purpose of narrative is to entertain the reader or audience.18 In addition, other than providing an entertainment, narrative can be to make the audience think about an issue, give them a lesson from the story that they read or listen.19
3. The Schematic Structure of Narrative Text
Narrative has five main parts which are orientation, complication, and sequence of events, resolution, and coda.
a. Orientation is the part of the story where tells about who is in the story, when it is happening, where it is happening and what is going on b. Complication is the part of the story where the problems in the story
developed.
c. Sequence of events is part of the story where the characters react to the complication. It is about their feelings and what they do.
d. Resolution is part of the story where the problem is solved.
e. Coda is part of the story which is announced by narrator if there is moral or special message to be learned from the story. If there is no oral or special message. The narrative ends at the resolution.20
In the following is the example of schematic structure of narrative text which is taken from (http://www.example of narrative text,com), :
18
Ibid., p.3 19
Ibid., p.6 20
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The Smartest Parrot
Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano however the bird kept not saying the word.
At the first, the man was very nice to the bird but then
he got very angry. “You stupid bird!” pointed the man to the
parrot. “Why can‟t you say the word? Say Catano! Or I will
kill you” the man said angrily. Although he tried hard to
teach, the parrot would not say it. Then the man got so angry
and shouted to the bird over and over; “Say Catano or I‟ll kill you”. The bird kept not to say the word of Catano.
One day after he had been trying so any ties to make the bird say Catano, the man really got very angry. He could not bear it. He picked the parrot and threw it into the chicken
house. There were four old chickens for next dinner “You are
as stupid as the chickens. Just stay with them” said the man
angrily. Then he continued to humble; “You know, I will cut
the chicken for my meal. Next it will be your turn, I will eat
you too, stupid parrot”. After that he left the chicken house.
The next day, the man came back to the chicken house. He opened the door and was very surprised. He could not believe what he saw at the chicken house. There were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken;
“Say Catano or I‟ll kill you”.21
21
B. Louisa, Teaching Narrative Text, 2009, p.3, (http://www.example of narrative text,com),
Orientation
Telling who and where
Complication
The triggers a series of event
Sequence of events
Where the characters react to the
complications
Resolution
In which the problem from the complication is solved
Coda, that gives the moral to the story
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4. The Grammatical Features of Narrative Text
In a narrative text there are grammatical feature included, they are:
a. Nouns which could help the reader to identify the specific characters and places in the story that they read
b. Adjective that give descriptions about the characters and setting in the story
c. Verbs that identify the actions that occur in the story
d. Time words that related with events show the time or when the events occurred. 22
In the following is the example of language features of narrative text related to the smartest parrot story below:
22
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The Smartest Parrot
Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano however the bird kept not saying the word.
At the first, the man was very nice to the bird but
then he got very angry. “You stupid bird!” pointed the man to the parrot. “Why can‟t you say the word? Say Catano! Or I will kill you” the man said angrily. Although
he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and over;
“Say Catano or I‟ll kill you”. The bird kept not to say the
word of Catano.
One day after he had been trying so any ties to make the bird say Catano, the man really got very angry. He could not bear it. He picked the parrot and threw it into the chicken
house. There were four old chickens for next dinner “You are as stupid as the chickens. Just stay with them” said the man
angrily. Then he continued to humble; “You know, I will cut
the chicken for my meal. Next it will be your turn, I will eat
you too, stupid parrot”. After that he left the chicken house.
The next day, the man came back to the chicken house. He opened the door and was very surprised. He could not believe what he saw at the chicken house. There were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old
chicken; “Say Catano or I‟ll kill you”.23
23
Louisa, loc. cit., p.3
Specific characters:
The parrot
Adjectives providing description: …the smartest parrot…”
Verbs showing actions: …pointed,
shouted, and kept not to say
Use of time words to connect events:
One day, the next day
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From the explanation above, it can be concluded that the grammatical features are could help the readers to understand the story. Through grammatical structures the readers are helped to identify the specific characters and places, actions or events, and time when the events occurred.
C. Story Mapping
1. The Definition of Story Mapping
Generally, the goal of a reading activity is to get understanding of a text. So, sometimes the students are being taught in a less teacher directed manner. In this case, once a skill is taught, the students practice it within the current lesson and then use their skill in the becoming lesson. One skill for digging into a story to examine its part is story mapping. Before going to the definition of story mapping it is better to know the short story of story mapping.
The origin of story maps lies within story grammar research. The term story grammar refers to the hierarchical rules or psychological structures that people use to create and remember stories the skeleton underlying a story, so to speak. These psychological models of comprehension and memory are used by both adults and children to encode and store information in their long term memories.24
Based on that definition, story mapping could help the readers recognize the story in their long-term memories. Through practical way it could help the readers organize the story content into a coherent whole.
The term story mapping consists of two words, they are story and map.
According to Hornby in Oxford Advanced Learner‟s Dictionary “Story is a description of events and people that the writer or speaker has invented in order to entertain people.”25 It means that story is a fiction selection to entertain a reader or as a part for pleasure. Meanwhile, map is defined as “A drawing to describe or give information about something, especially the way it is arranged or
24
Pamela, op. cit., p. 345. 25
A. S. Hornby, Oxford Advanced Learner’s Dictionary of Current English, (New York: Oxford University Press, 2003), p. 1333.
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organized.”26 It means mapping could be defined as a sketch or drawing that shows location or relation between things or place. In other definition, story map is a graphic or semantic visual representation of a story which illustrates way to provide an overview of a story that includes brief information about characters, setting, problem, goal, events and resolution.27
According to explanation above, story mapping can also be referred as word mapping or idea mapping which designed to show how the concept or key words of a story are related one another. So, through graphic representation could help the readers to identify and categorizing the main events in sequential order of a story.
2. The Purpose of Story Mapping
According to Harvey and Goudvis in Pamela J. Farris, story mapping has some purposes as follow:
a. Allows readers to create mental images from words in the text b. Enhances meaning with mental imagery
c. Links past experience to the words and ideas in the text d. Enables readers to place themselves in the story
e. Strengthens a reader‟s relationship to the text f. Stimulates the imaginative thinking
g. Heightens engagement with text h. Brings joy to reading28
In short, the purposes of story mapping are expected to facilitate and help the readers to understand whole parts of story. It is similar to Pamela statement, she stated that:
A practical teaching activity to strengthen reading comprehension involves teaching or reviewing the literary elements. Focus on the basic elements: Setting, plot, characters, major events, the resolution or solution of a problem, and an exploration of the theme
or author‟s message.29
26
Ibid., p. 815. 27
Pamela. loc. cit. 28
Pamela. op. cit., p. 512. 29
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From the purposes mentioned above, it can be concluded that story mapping is aimed to ensure understanding of the review toward literary elements and to figure out the schematic structure concerning the sequence of action of the story
3. The Technique of Using Story Mapping
The general procedure to follow when preparing a basic story map includes the following steps:
1. Read the story. Write a sequenced summary of the main ideas, key events, and characters that make up the plot of the story.
2. Place the title, theme, or topic of the story in the center of the graphic story map in a predominant box or at the top of the semantic chart.
3. Draw enough ties projecting out symmetrically from the center of
the map to accommodate the major events of the story‟s plot.
Attach related pieces or second-level information from the summary list to these ties in chronological order, moving clockwise around the center. The semantically organized chart is simply arranged by story elements, so information is transferred to it accordingly.
4. Draw additional ties projecting out symmetrically from each secondary box to accommodate the important details associated with the key plot event, adding relevant information from the summary list.
5. Review the final semantic chart or story map for completeness30
Based on the explanation above, the graphic of story mapping could be described as below:
30
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Story Map
Figure 2.3
Graphic Story Map31
31
J. Garcia, Fun Learning for Kids, 2008, p. 56 (http://www.2scholastic.com) Main Characters:
Supporting
Characters: Problem:
Solution:
Setting:
Title and Author:
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4. The Advantages and Disadvantages of Story Mapping
Story mapping has advantages and disadvantages. For the advantages story mapping could help the students and also for the teacher. It is similar with Pamela who states in her book, “When created as part of the process of preparing a reading lesson, teachers become more involved in thinking about the structure of the story they are to teach and how each part of the story relates to the others.”32It means that completing a story map helps students to focus on the lesson, leads to more purposeful teaching, and results in a better quality learning experience for the students
According to Pamela, students get many benefits through story mapping. The following are some advantages for students:
a. The students are able to visualize the story.
b. The students are easy to understand that story is related, so they can predict what might happen next in one story after another.
c. The students are able to store information from the text in their perception.
d. The students are easy to remember some information completely and accurately.
e. The students could increase their awareness that story characters and events are interrelated.33
Based on the explanation above, through story mapping students achieve benefits such as to enable them store information in their personal schema more
efficiently, then, to enhance students‟ interpretative abilities by enabling them to
32
Pamela. loc. cit.
33
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visualize story characters, events and setting, and of course to increase students‟
comprehension of selection by organizing the sequence of story events.
On the other side, story mapping has also some disadvantages. According to Pamela” Not to be overused and thus abused, these maps can be applied to stories in the basal text along with excellent children‟s literature, particularly the
shorter text.”34
It means that mapping is only used for narrative text because it discusses the literary of story.
D. Teaching Narrative Text Through Story Mapping
There are some steps to teach narrative text through story mapping. According to Pamela, those steps are:35
Step 1. The teacher introduces the story mapping concept to the students.
Step 2. The teacher writes the title of the story on the board. Then ask to the students to predict what story is about. This way is to motivate the students.
Step 3. The teacher asks the students to read the story. Encourage them to predict about events by using keywords on the text when the teacher is asking them some questions about the characters, setting, and theme of the story. Then, ask the students to write them in the graphic story map.
Step 4. The teacher asks the students reread the story to develop their fluency.
Step 5. The teacher asks the students to fill out the story map worksheet.
34
Ibid. 35
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20
This chapter presents the method of research, subject, and object of the study, time and place, research design, the Classroom Action Research (CAR) procedures technique of collecting data, technique of the data analysis, data validity, and criteria of the action success.
A. The Time and Place of the Study
This research is held for two months started from May up to June 2013. The place is at VIII class of SMP Negeri 245 Jakarta, and academic year 2012/2013. B. The Subject and the Object of Study
1. The Subject of Study
The subject of this study is students at grade VIII class of SMP Negeri 245 Jakarta, and academic year 2012/2013. The number of students consists of 32 (thirty two). It is chosen based upon the interview result with the English teacher. The English teacher informed about the class proving that they have the lowest score; it was 40 (forty) in reading test among the other second grade classes. Therefore the students need an appropriate strategy to help them in improving their scores toward reading.
2. The Object of Study
The objective of this study is to find out the use of story mapping treatment on the reading comprehension ability in terms of narrative text at VIII class of SMP Negeri 245 Jakarta.
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C. The Method of Study
The method used in this study is Classroom Action Research (CAR). According to Arikunto, Suharjono and Supardi, classroom action research is a research which is conducted by teachers, collaborate with the researcher (or conducted by the teacher who acts as the researcher) in a class or a school where she or he teaches, by emphasizing on the improvement of the teaching learning process.1 It is similar with McNiff in Wijaya Kusumah and Dedi Dwitagama’s book stated that classroom action research is a research that is held by the teacher and the result from his research could be used as a tool to improve the teaching skill.2
Based on the definition above the implementation of Classroom Action Research is to overcome the problems found in the classroom and to improve the quality of teaching and learning process.
D.The Writer’s Role on the Study
The writer is as an observer in the classroom. He monitories the students in CAR and create a lesson plan and the evaluation or test before CAR (pre-test) and after CAR (post-test) in each final cycle. Besides, the writer also accumulates and analyzes the data and then he reports the result of study.
E.Research Design
The Classroom Action Research (CAR) procedure used in this research is Kurt Lewin’s design. It was consisted of two cycles in which each cycle contains four phases; planning, acting, observing, and reflecting
1
Prof. Suharsimi Arikunto, Prof. Suhardjono, and Prof. Supardi, Penelitian TindakanKelas, (Jakarta: PT Bumi Aksara, 2009), p.57
2
Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT MALTA PRINTINDO), P. 8
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CYCLE 1
CYCLE 2
Figure 3.1
Kurt Lewin Design of CAR3
Based on the Kurt Lewin’s action research design above, the writer would like to describe further concerning the implementation of Classroom Action research (CAR) in the cycle one and cycle two as following:
3
Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT MALTA PRINTINDO), P. 51
Acting
Planning
Observing
Reflecting
Acting Planning
Reflecting Observing
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CYCLE 1
d
CYCLE 2 Planning
After interviewing the teacher, giving questionnaire to the students, and holding the pretest, then the teacher & the writer collaborated to prepare the instruments such as: lesson plan, observation and guidelines, and the posttest
Acting
The writer implemented the lesson plan that had been made; that was teaching narrative text in term of schematic structures and linguistic feature by using story mapping technique
Observing
The observer observed the teaching learning process in the classroom. It included the teacher’s performance, the
class situation, and the students’
response. At the cycle 1 the students were given the posttest 1. Then the writer calculated the students’ reading score result to find if there were some
students’ improvement scores from the pretest or not.
Reflecting
The teacher and the writer discussed about the result of the implementation in the action. Next, they made some modification strategies to revise the founded problems that would occur within carrying out the story mapping technique in the first cycle.
Planning
After finding out what was the students’
reading score result at cycle 1, The teacher and the writer collaborate to prepare some instruments such as: the new lesson plan (with some modifications of jigsaw technique), observation and guidelines, and the posttest.
Reflecting
The teacher and the writer discussed about the result of the implementation of the modified action. If the Classroom Action Research (CAR) target could not be achieved yet, the action would be continued (moved to cycle 3), but if the
students’ test result has completed the
criterion of the action success, the cycle would be stopped.
Acting
The writer implemented the new lesson plan; where students needed to be emphasized on doing longer discussion in analyzing the schematic structures into story mapping technique and discussing in expert group. They also be emphasized to answer oral question from the teacher
Observing
The observer observed the writer’s performance as a teacher, the class
situation, and the students’ response. In
the end of cycle two, the students were given the test (posttest 2). Next, the writer calculated the students’ reading score
result all at once the students’
improvement score from the previous test.
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Figure 3.2
The Description of implementation CAR
F. The Classroom Action Research (CAR) Procedures
The Classroom Action Research using Kurt Lewin’s design consists of four phases within one cycle. Those are planning, acting, observing, and reflecting. After accomplishing the first cycle, it will be probably found a new problem or the previous unfinished problems yet. Therefore, it is necessary to continue to the second cycle. The explanation of the phases are:
1. Planning Phase
In this phase there are two steps in making plan. First, planning for the organization at whole aspects referred to Classroom Action Research (CAR). Second, making the organize plan from cycle-to-cycle. The organized plan would be formed into lesson plan based on the current used syllabus. The lesson plan had been prepared to be implemented in VIII grade at SMP Negeri 245 Jakarta. It had been mentioned some instructions regarding procedures of teaching, media, resources, and evaluation.
2. Acting Phase
In this phase, both the writer and the teacher collaborated to carry out the planned action. In implementing the action, the writer taught narrative text through story mapping technique. Meanwhile the English teacher acted as the observer who observed all the activities that happen in the teaching learning process. It begins the process of going more deeply into the issue being researched. The writer and the teacher took the action phase during three weeks within two cycles in which each cycle consisted of two meetings in action. The schedule was as follows:
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Day/Date Time Cycle I Cycle II 24 May 2013 09.40-11.00 Meeting 1
28 May 2013 09.40-11.00 Meeting 2
31 May 2013 09.40-11.00 Meeting 1
7 June 2013 09.40-11.00 Meeting 2
Figure 3.3 The schedule of Action 3. Observing Phase
This phase discusses about the process of recording and gathering all relevant data about any aspect occurred during the implementation of the action. In doing the observation, the observer observed all the activities that happen in the class. The observer used the observational sheet and field notes for gathering the result of observation dealing with the teacher performance, the students’ participation and the class condition.
4. Reflecting Phase
Reflecting phase is the last phase in every cycle. The purpose of this phase are to reflect the data from the implementation of the action and to know whether the action is successful or not by matching the result of the observational phase with the criteria of success. Reflecting phase was carried out collaboratively, that was to discuss further some problems occurred in the class. Thus, the reflection was able to be determined after implementing the action and observation outcomes. If there still might have found some problems, it needed to move to the next cycle concerning planning, re-acting, and re-observing. Therefore, next cycle was to solve the unfinished problems yet or the new problems that had been found in cycle one.
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G. The Technique of Collecting Data
The writer used interview, observation, and field notes dealing with the qualitative data. On the other side, the writer used the students’ final reading as a pre-test and post-test to obtain the quantitative data.4 The completely explanation as follows:
1. Interview
In this case, Interview was applied for the English teacher before the classroom action research and after classroom action research. It was applied before classroom action research to know the students difficulties in reading skill, the students’ participation in reading class, and the teaching strategy in teaching reading. Meanwhile, it was conducted after classroom action research to know the teacher’s response about the learning strategy concentrate on Story Mapping Technique.
2. Observation
The writer did the observation to monitor and record the data of the students’ performance during the teaching and learning processes. The data was taken such as the students’ participation, description of classroom atmosphere, and the setting of class during teaching and learning process. It was called as the field notes.
3. Test
A test used in this study is pre-test and post-test. The pre-test was done before implementing Story Mapping technique. It was to measure students’ reading comprehension at first. Meanwhile, the post-test was implemented after using Story Mapping technique. In this study, the test was
4
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done in form of multiple choices. The test was held on every second action of each cycle.
H. The Technique of Data Analysis
The analysis qualitative data that used in this study is based on the observation of students’ activities during teaching learning process, and the interview before and after Classroom Action Research (CAR). In this case, the writer collected the students’ score from the preliminary up to post test 2. In analyzing the numerical data, first the writer tried to get the average of students’ reading score per action within one cycle. It was used to know how well students’ score as a whole on reading skill. It uses the formula:5
Mx : mean
∑x : individual score N : number of students
Second, the writer tried to get the class percentage which pass the minimal mastery level criterion (KKM) considering English subject gains score 71 (seventy one) which is adapted from the school agreement at SMP Negeri 245 Jakara. It uses the formula:6
5
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67. 6
Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 43.
F
P = ── X 100%
N ∑x Mx = ── N
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P : the class percentage
F : frequency of students’ score above KKM N : number of students
Third, after getting mean of students’ score per actions, the writer identified whether or not there might have students’ improvement score on reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:
P : percentage of students’ improvement y : pre-test result
y1 : post-test
P : percentage of students’ improvement y : pre-test result
y2 : post-test 2
The data-gathering through observation will be presented qualitatively based on the condition of the class (it includes what the observer see, hear, and feel in the classroom). From the data gathering, the observer made field notes and analyzed it by presenting the description of the field note.
y1 - y
P = ─── X 100%
y
y2 - y
P = ─── X 100%
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I. Criteria of the Action Success
Classroom Action Research (CAR) is able to be called successful if it can exceed the criteria which have been determined, and fail if it is cannot exceed the criteria which have been detained. In this study, the research will succeed when the students could achieve or got score above the target score of the minimal mastery level criterion (KKM), it was 75%.7 The KKM that must be attained considering reading subject is 71 (seventy one) which is adapted from the school agreement (SMP Negeri 245 Jakarta). If the criterion of the action success achieved, it means that the next action of the Classroom Action Research (CAR) would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.
7
Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT Rineka Cipta, 2006) p. 108.
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RESEARCH FINDINGS
This chapter presents the result of research. In this case, it discusses the way to develop students’ reading comprehension of narrative text by using story mapping at VIII Social class of SMP N 245 Jakarta, academic year 20012/2010. Related to the discussion of the result, it is divided into three parts. Those are before implementing the action, the implementation of the action, and discussion of all the data after implementing the action.
A. Before Implementing the Action
In this part there are three parts; those are interview, observation, and pretest.
1. The Result of Interview in preliminary of the study
The interview was held on Tuesday, May 21st 2013 started at 08.00 A.M and finished at 09.00 A.M. At that time, the writer asked to the teacher some questions. The first questions were about the general condition in English class primarily on students’ reading achievement and performance. The second were the difficulties faced by students in reading comprehension ability. The last questions were the kinds of strategies implemented by the teacher previously before Classroom Action Research (CAR) to solve the students’ difficulties in reading comprehension.
The first questions asked about the general condition in English class primarily on students’ reading achievement of the test and students’ reading activities. The teacher said that the student’s performance in learning process had different typical. It could be seen from their participation in learning English. The students who participate in learning English gave their attention in learning process such as: listened to the teachers’ explanation, did the task from the teacher, asked about their problems in understanding the topic, and discussed with their group when the teacher divided them in a group. Besides, there were some students
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who did not give attention or participation in the class. It could be seen from their performance such as: talked with their friends during the teachers’ presentation, did not do the task from the teacher, did not share or discuss about their difficulties in understanding the topic, and sometime they slept in teaching learning process.
The second questions discussed about the students’ difficulties in reading comprehension. The teacher mentioned the difficulties in reading for some students in VIII grade in understanding kinds of texts. Their problem began with the vocabulary, and then they found the difficulties to answer the questions which related with the text that they read. Moreover, when they found the long texts which consist of some paragraphs and the teacher asked to read and translate the text into Bahasa Indonesia, they thought it was a boring activity. Therefore, they did not pay attention in teaching learning process and did not do the tasks from the teacher.
The last questions were about the teacher’s strategy in teaching reading previously to solve the students’ difficulties in reading comprehension. The teacher used the reading materials from students’ handbook and the English text book served by the school. The teacher said she ever had used group work to create an active learning process in teaching narrative text but the fact was the class just became noisy and the students still found the difficulties in understanding the text. At last, the teacher suggested the writer techniques that could make the students interest and participate in reading comprehension. Then, the teacher suggested that story mapping technique could be a solution to solve the problems that have explained above.
2. The Result of Questionnaire in Preliminary of the Study
Pre Questionnaire was conducted to know the process of teaching learning and students’ performance in English especially in reading activity before implementing the action. The questionnaire used in this study was Likert Scales questionnaire. It was held on Tuesday,
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2012/2013. This class consisted of 32 students. The table below showed the result of pre questionnaire.
The Result of Questionnaire before Classroom Action Research
No Questions Percentage
(SS) (S) (A) (TS) (STS) 1
Saya sering membaca buku, komik, koran, novel, atau majalah yang berbahasa Inggris.
15.62 28.12 31.25 12.5 12.5
2
Saya selalu bertanya kepada guru atau teman ketika menemukan kesulitan dalam mempelajari pelajaran bahasa inggris.
18.75 12.5 46.88 15.62 6.25
3
Saya selalu memperhatikan penjelasan guru selama kegiatan belajar mengajar berlangsung.
56.25 21.88 56.25 6.25 0
4
Dari empat skill dalam bahasa Iggris (Listening, Speaking, Reading dan Writing) reading (membaca) merupakan yang paling susah saya pahami.
15.62 6.25 40.62 21.88 15.62
5
Saya sangat mudah menyelesaikan soal-soal atau tugas yang diberikan guru
25 21.88 31.25 15.62 6.25
6
Setiap hari saya mempelajari ulang pelajaran bahasa inggris di rumah.
3.12 12.5 31.25 31.25 21.88
7
Cara guru saya mengajar pada pelajaran membaca dalam bahasa Inggris sangat membantu saya memahami topik atau tema yang diajarkan.
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8
Saya merasa kesulitan memahami teks-teks yang berbahasa Inggris.
46.88 31.25 12.5 6.25 3.12
9
Saya sangat mudah memahami teks-teks narrative yang diajarkan guru di kelas.
6.25 6.25 3.12 46.88 31.25
10
Saya sangat mudah menyelesaikan soal-soal yang berkaitan dengan teks-teks narrative
9.37 3.12 46.88 21.88 18.75
Keterangan:
(SS) : Sangat Setuju (S) : Setuju
(A) : Abstain (TS) : Tidak Setuju
(STS): Sangat Tidak Setuju
Table 4.1
The Result Questionnaires in the Preliminary of Study
The description of the pre questionnaire as follow: 1. The feeling to read English text
The result of the questionnaire showed that 15.62% of students like to read English text very much, 28.12% of students like to read English text, 31.25% students felt fair to read the English text, 12.5% students didn’t like to read English text. And, 12.5% students didn’t like to read English text very much. It can be drawn the conclusion that most of the students of eighth grade class like to read English text.
2. The feeling to solve their problem in understanding the lesson The result of questionnaire showed that 18.75% of students always ask to the teacher about their problem in understanding English lesson. 12.5% of students like to share their problem in
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problem in English lesson. 15.62 % of students did not like to share their problem in English lesson. 6.25% of students didn’t like to share their problem in understanding the English lesson very much. As a conclusion, some students seldom to share their problem in understanding the English lesson.
3. The Feeling to pay attention to teachers’ explanation
The result showed that 56.25% of students always give their attention to the teachers’ explanation and 21.88% of the students usually give their attention to the teachers’ explanation. 56.25% of them felt fair to give attention to the teachers’ explanation. 12.5% of them sometime give their attention to the teachers’ explanation. It was indicated that the students gave their attention to the teachers;’ explanation.
4. The feeling if Reading is the most difficult skill in English lesson It showed that 15.62% of the students did not agree very much that reading is the most difficult skill and 6.25% of students also did not agree about that. 40.62% of them felt fair about that. 21.88% of them stated that reading is the most difficult English skill. Other 15.62% of them agreed very much that reading is the most difficult skill. It meant that many of students got difficulties in comprehending the text, so they felt that reading was difficult skill.
5. The feeling to complete the task or questions about reading.
It showed that 25% of the students could complete the reading task. 21.88% of the students usually could complete the reading task. 31.25% of them felt fair to complete the reading task. 15.62% of the students felt that they got difficult in completing the reading task. And 6.25% of them agreed very much that they got difficult in completing the reading task. So, some of the students still got difficult in completing the reading task.
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6. The activity to study English lesson at home
It showed that 3.12% of the students agreed very much that they learnt again what they learnt at class. 12.5% of them also agreed about that. 31.25% of them felt fair. 31.25% of them did not learn again what they learned at class. Then 21.88% of them did not agree very much if they learnt again their lesson at home. It meant most of the students did not study again what they got at school.
7. The way of the teacher to teach English.
The result showed that 28.12% of the students like the teacher’s method very much. 21.88% of them also like the teacher’s method. 50% of them felt fair. So, it indicated that most of the students like the teacher’s method in teaching English. 8. The feeling of difficult in understanding English text
It showed that 9.37% of students disagreed very much if they felt boring in the class. 12.5% of them also disagreed about that. 53.12% of them felt fair. 25% of them felt boring in reading English text. It means that some students need to be given another teaching method to motivate them in reading a text.
9. The feeling to understand the narrative text easily.
The result showed 6.25 % of the students agreed very much if they could understand the narrative text. 6.25% of them usually could understand the narrative text. 3.12% of them felt fair. Besides, 46.88% of them stated that they got difficulties in understanding narrative text. 31.25 of students felt difficult in understanding the narrative text very much. It could be concluded many of students felt difficult in understanding the narrative text. 10. The feeling to complete the task or questions about narrative text
easily
It showed that 9.37% of the students got easy in completing the tasks about narrative text. 3.12% of students usually felt easy
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sometime felt easy in completing the tasks about narrative text. 21.88 of students got difficulties in completing the tasks about narrative text. 18.75% of students felt difficult in completing the tasks about narrative text very much. It means many of students still get the difficulties in completing the tasks about narrative text.
The conclusion in term of reading problem was the VIII grade still got difficulty in reading skill and needed improvement to reach the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM).
3. The Result of Pre Test
The pretest was held before the Classroom Action Research (CAR). It was conducted on Thursday, May 21st 2013. It started at 09.40 A.M. There were actually 20 questions in multiple-choice form in which the students carried out the test during 25 minutes.
Based on the result of the pre test, the data showed that the mean score of pretest was 61.56%. There were only six students who derived the score above the criterion of minimum completeness (KKM) meanwhile the other 26 students were below that criterion. The student’s lowest score was 35. From that analyzing, it could be seen that almost of the VIII – 6 students’ reading comprehension was still very low.
B. The Implementation of Classroom Action Research (CAR) 1. The First Cycle
1.1 Planning
In this step the writer and the teacher made a planning for the action according to the problem that faced by the students in understanding reading comprehension. First, the writer designed lesson plan for the first cycle into two lesson plans. Second, the writer employed story mapping technique as the technique of teaching of reading with the goal of
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facilitating the students to improve their reading comprehension. Third, the writer and the teacher decided narrative text to be taught to the students. In this case, the writer determined the selected material and exercises into a lesson plan.
The writer also prepared the observation sheets to observe the students’ and the teacher’s activities in teaching learning process. Beside that the writer also prepared the post test 1 to collect the data; to know whether there are some students’ improvement scores from pretest to posttest.
Next, the writer and the teacher determined the criteria of success. The criteria of success were 75% of the students’ reading score achieved the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) of English (71) or above and 75% of students participated in reading class.
1.2 Acting
The action of the first cycle was held on May 24th and 28th 2013. The teacher did the teaching learning process based on the lesson plan had been made. The writer acted as the teacher, and the English teacher acted as an observer. The teacher taught narrative text by using story mapping.
First meeting May, 24th 2013
The material in the first meeting was the narrative text. The titles of the texts were The Smartest Parrot, and The Crocodile and the Mouse Deer. The teacher began the lesson by greeting the students, then ding brainstorming to motivate the students in learning English. After that the teacher explained the schematic structure and language features of narrative text. In this meeting the teacher divided the students into group work. After that, the teacher asked some of the students from the different group to read the text loudly. After they read the story, the teacher asked them to discuss in their group about the schematic structures of the text
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mapping sheet. Then, the teacher gave the students some questions based on the text such as main idea, supporting details, and schematic structures from the story that they read. Besides, the teacher explained about the concept of story mapping and gave the examples how to use it. At last, the teacher asked the students to do exercises into a story mapping sheet by taking note the key words and by using paraphrase with the second story. This task was done by the students individually.
Second meeting May, 28th 2013
In the second meeting the writer took a story with the title was The Beauty and the Beast. In this session the teacher started the lesson by motivating students in learning English through a game. Then, the teacher reviewed about the topic that have discussed in the previous meeting. After that, the teacher asked students to read the text silently. After that, some students read the text loudly. After that, the teacher explained the schematic structures of narrative text and the language feature considering the narrative text. Then, teacher gave the students some questions based on the text such as main idea, supporting details, and schematic structures from the story that they read. In the last meeting, the teacher and the writer gave the post test 1 to know whether the students improved their reading comprehension or not. It was done individually.
1.3 Observing
In this step, the observer observed the students’ participation and teaching learning process through field notes. These notes such as: the teacher’s performance, class situation, the students’ response, and the test that will use in the posttest 1. Besides, the writer also took a note about the suggestion from the observer for the next meeting. After finishing the first
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cycle, the writer also collected the data for posttest 1 The result of observation was the students were motivated in understanding the text. It was seen from their attention to the teacher’s instruction and they tried to identify the schematic structures of narrative text even tough some of the students haven’t already known the concept of story mapping clearly. Some of them could present their opinion to their members. They brought the dictionary in order to find out the difficult words’ meaning by themselves. Some of them wanted to share their ideas with their friends. It also could be seen from the students’ result in doing experts’ task and individual task. Their test results were good enough.
Although, the result of field notes showed that the teaching learning has done well, the class still had some problems such as: The class was too noisy and took a lot of time when the students made their group, so she said that it was better to make procedures of grouping be more simple. Besides, some of students still got the difficulties to find the keywords in each paragraph. It might be caused so many new words that they found in the text. Furthermore, there were found some students who actively in answering the teacher’s questions correctly related to the schematic structures within the story maps sheet. In the second action of the first cycle, the students seemed easier to do the exercise and taking notes note into story maps sheet.
The result of post test 1 showed there were 14 students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 71 (seventy One). To know the result of students’ reading score, the writer needs to calculate the mean score. The mean score derived from the following formula:
n x Mx
32 2205 Mx
90 . 68
Mx
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Then, the writer calculated the class percentage whose passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) using the following formula:
% 100 x N F 32 % 100 14x % 75 . 43
The data showed that there were 43.75% of the students who got the score above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). Meanwhile the other 18 students were below that criterion. It implied that the first criterion has not fulfilled.
Besides, to know the students’ improvement from the preliminary to the first cycle, the writer needs to calculate the mean score from the preliminary and the first cycle by using the formula below:
1 100%
y y y
P = 100%
56 . 61 56 . 61 90 . 68 P = 11.9%
This data showed that there was a slight improvement of students’ mean score from the preliminary study to the first cycle. The mean score of the previous score was 61.56 and the mean score of the students’ reading comprehension on the first cycle was 68.90 That means that there was 7.34 points or 11.9% of mean score improvement.
1.4 Reflecting
In this step, the teacher and the writer discussed about the conclusion of implementing the action. Then, they tried to modify the
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action in order students more understand in reading and in order 75% of students in the class could pass the KKM because in the result of posttest 1 showed only 43.75% of students who passed the KKM. It means the implementation of Story Mapping technique did not yet give satisfactory result on the improvement of students’ reading comprehension.
Therefore, the writer and the teacher prepared some revision before the implementation of the next cycle in order to achieve the success criteria of this study. The revisions about the previous action such as; first, the students still did not understand about the story mapping concept in understanding narrative text. Thus, the teacher gave more attention to the students by checking the students’ worksheet. It could be done by monitoring and guiding the students when they taking notes sentences from the text into story mapping sheet. Second, the students still got the difficulties to make their own sentence or paraphrase about the story in the text. In this case, the teacher explained the paraphrase firstly and gave the examples of paraphrase. Third, the class was noisy even some students made a group and cheated each other in doing the tasks. Thus, the teacher made the rules during the teaching-learning process. It was done by giving reward and punishment to the students during they worked in their group.
From the reflecting step above, the writer realized that he must be improved again in implementing story mapping technique for the next cycle to achieve the goal.
2. The Second Cycle 2.1 Planning
In this step the writer and the teacher made a planning to solve the problem that was still found by the students in understanding the schematic structures of narrative text and story mapping technique. The lesson plan which was used still related to story mapping in learning schematic structures of narrative text. The teacher and the writer modified the lesson by giving explanation of the story mapping concept and the
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guiding the students when they taking note from the text to the story mapping sheet. Besides, the teacher explained more about how to make paraphrase.
They also prepared the gift or reward to motivate the students became more enthusiasts. In this step, the writer also prepared the task that consisted of implied information question. The writer still also prepared the observation and field note, camera, and the posttest 2 to collect the data.
2.2 Acting
The action of the cycle two was done on May 31st and June 7th 2013. The action was done based on the lesson plan. In this cycle the writer and the teacher collaborated in teaching and observing the students.
First meeting May 31st 2013
In the first meeting, the writer introduced a topic about narrative text with the title A Farmer and His Son. In this step the teacher started the lesson by giving some questions about the members of family. Then the teacher took eight members of family, they were grand pa, grand ma, father, mother, sister, brother, aunt, and uncle. After that, the teacher asked the students to mention one of those family members. The students who mentioned the same name of family member would be in a group. After doing brain storming and made groups work, the teacher told the students about their role in group. The roles are the students need to discuss about the schematic structures, the language features, and the key words from the text that they read. Besides, the students need to answer the questions from the teacher about the text that they read. In order to motivate students in teaching learning process, the teacher told that the best group would get a gift from the teacher. The best group was the group where they discussed
(1)
9
UG 0 0 *8 0
62.5 0.5 Used
MG 0 4 *9 3
LG 0 3 *3 2
10
UG 0 *7 1 0
53.12 0.625 Used
MG 0 *8 5 3
LG 0 *2 4 2
11
UG 0 0 0 *8
71.87 0.375 Revised
MG 1 1 2 *10
LG 1 1 1 *5
12
UG 0 *7 0 1
53.12 0.625 Used
MG 2 *8 2 4
LG 1 *2 1 3
13
UG *8 0 0 0
53.12 0.875 Used
MG *8 4 3 1
LG *1 3 3 1
14
UG 0 0 *6 2
43.75 0.75 Used
MG 1 4 *8 3
LG 3 3 *0 2
15
UG 0 1 0 *7
62.5 0.625 Used
MG 1 2 2 *11
LG 2 3 1 *2
16
UG 0 *8 0 0
71.87 0.25 Used
MG 3 *9 1 3
LG 0 *6 0 2
17
UG 0 *8 0 0
53.12 0.875 Used
(2)
LG 4 *1 0 3
18
UG *8 0 0 0
68.75 0.375 Used
MG *9 2 3 2
LG *5 0 3 0
19
UG *7 1 0 0
50 0.75 Used
MG *8 3 3 2
LG *1 3 4 0
20
UG 0 0 2 *6
43.75 0.75 Used
MG 2 2 4 *8
(3)
C. The Test Items of Posttest of Cycle 2
1
UG *6 2 0 0
43.75 0.75 Used
MG *8 3 3 2
LG *0 4 2 2
2
UG 0 0 *7 1
53.12 0.5 Used
MG 3 3 *7 3
LG 2 1 *3 2
3
UG 1 0 *6 1
43.75 0.75 Used
MG 2 4 *8 2
LG 4 1 *0 3
4
UG 1 2 *5 0
34.37 0.625 Used
MG 3 3 *6 4
LG 2 3 *0 3
5
UG 0 0 0 *8
56.25 0.75 Used
MG 2 2 4 *8
LG 3 3 0 *2
6
UG 0 0 0 *8
71.87 0.25 Used
MG 3 1 3 *9
LG 0 0 2 *6
7
UG *8 0 0 0
84.37 0.125 Used
MG *12 4 2 1
LG *7 0 1 0
8
UG 0 *8 0 0
59.37 0.75 Used
MG 2 *9 3 2
(4)
9
UG *5 2 0 1
46.87 0.5 Used
MG *9 4 2 1
LG *1 2 2 3
10
UG 0 *8 0 1
56.25 0.5 Used
MG 2 *7 3 4
LG 3 *3 0 2
11
UG 1 0 0 *7
59.37 0.75 Used
MG 3 1 0 *12
LG 3 2 3 *0
12
UG *5 2 0 1
43.75 0.625 Used
MG *9 4 2 1
LG *0 3 1 4
13
UG 0 *8 0 0
59.37 0.75 Used
MG 4 *9 1 2
LG 3 *2 3 0
14
UG *4 0 3 1
37.5 0.375 Used
MG *7 3 2 2
LG *1 3 2 2
15
UG 0 0 *8 0
71.87 0.5 Used
MG 1 3 *11 1
LG 2 4 *4 0
16
UG 1 *6 1 0
50 0.75 Used
MG 1 *9 2 3
LG 1 *1 2 4
17
UG 0 *8 0 0
84.37 0.125 Used
(5)
LG 0 *7 0 1
18
UG 0 0 0 *8
65.62 0.5 Used
MG 3 1 3 *9
LG 1 3 2 *4
19
UG 0 0 *8 0
59.37 0.5 Used
MG 5 0 *8 3
LG 3 1 *3 1
20
UG 0 *7 0 1
50 0.75 Used
MG 3 *8 2 3
LG 3 *1 1 3
PEDOMAN PENILAIAN
DISCRIMINATION
DIFFICULTY
0% - 30% 30% - 79% 80% - 100%
High Medium Low
-1 – 0,0 Bad DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 Good USED USED USED
(6)
Revisi:
Pretest
2. What would Bondowoso do if Lorojonggrang refused his proposal? a. He would Build one thousand temples
b. He would Burn a lot of wood c. He would complete the task d. He would destroy her kingdom
2. Bobdowoso would…….if Lorojonggrang refused his proposal a. build one thousand temples
b. burn a lot of wood c. complete the task d. destroy the Kingdom
Posttest 1
11.Where did the cap seller take a rest? a. On the branches of a tree
b. Jungle c. house
d. Under the tree
11. Where did the cap seller take a rest? e. On the branches of a tree
f. Jungle
g. Under the tree house h. Under the tree